1 of 17

Slide Notes

DownloadGo Live

GBL Assignment 5

No Description

View Outline

MORE DECKS TO EXPLORE

PRESENTATION OUTLINE

1.

BLOOM AND GARDNER

Supported by brain science?
Photo by giulia.forsythe
2.

IT IS EASY TO FIND HOLES IN BLOOM

Some recall tasks are hard. Some evaluation tasks are easy.
Photo by giulia.forsythe
3.

RECALL VS EVALUATION

  • What flavors of ice cream have you eaten in your life?
  • Do you like chocolate?
  • Bloom says the second, evaluation, question is harder.
Photo by Enesse Bhé
4.

Bloom implies for each step up the taxonomy the underlying steps are needed.

Photo by aldoaldoz
5.

YET...

  • Human and primate brains use the amygdala to evaluate without any recall.
  • Humans with certain acquired brain injuries are able to learn and apply skills without recalling learning them.
Photo by labguest
6.

WHAT ABOUT GARDNER?

Do we each have separate unrelated intelligences?
Photo by pabeaufait
7.

NO EVIDENCE

No peer reviewed studies exist in support of this claim.
Photo by CarbonNYC [in SF!]
8.

One study developed appropriate tests for each of Gardner's intelligences. Every one except music and kinesthetic correlated to high I.Q.
In other words general I.Q. seems directly related to supposedly separate, independent intelligences.

Photo by walknboston
9.

TAKEAWAYS

  • Yes, every learner is different, just not how Gardner describes.
  • Yes, provide multiple entries and outlets for students, but Bloom's is too simple.
  • Understand the brain. Unfortunately Bloom and Gardner's theories do not match current neuroscience.
  • Focus instead on skills students have and need, then design instruction through games that allow all students to grow their skill sets.
Photo by Cian Ginty
10.

Researchers at the APA compiled data about gamers and video games to combat a trend of negative studies.

11.

Shooter games show positive cognitive effects.
Strategy games show increased grades and problem solving
MMporgs show increased civic involvement.
All games fit Dweck's 'growth mindset' and encourage emotional regulation.

12.

SRI RESEARCH

  • Two studies from Bill and Melinda Gates Foundaton
  • One for differences in STEM instruction with digital simulations and without
  • Another for general gaming in instruction
  • FYI: Effect Size of 1.00 = students moving 1 standard deviation or 50th to 84 percentile
Photo by Creativity103
13.

SIMULATIONS IN STEM

  • Academics = +0.62
  • Scientific Inquiry and reasoning skills = +0.26
  • Non-Cognitive outcomes = +0.69
Photo by Skampa
14.

GENERAL GAMING

  • Instruction with games better by +0.33
  • Games modified for learning better than COTS by +0.37
  • 1 game session no better than 0 games
  • Multiple play sessions better than 1 session
Photo by phsymyst
15.

OTHER FINDINGS

  • Collaborative and single player games equally effective
  • Non-narratives better than narratives
  • Well paced, frequent sessions appear to help with memory of skills
Photo by schopie1
16.

SOURCES

  • Kagan, S. Rethinking Thinking – Does Bloom's Taxonomy Align with Brain Science? San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Fall 2005.
  • McGreal, Scott. "The Illusory Theory of Multiple Intelligences." Psychology Today. Sussex Publishers, 23 Nov. 2013. Web. 01 May 2013.
  • Waterhouse, Lynn. "Inadequate Evidence for Multiple Intelligences, Mozart Effect, and Emotional Intelligence Theories." Educational Psychologist 41.4 (2006): 247-55. Web.
Photo by Daniel Kulinski
17.

SOURCES

Photo by Daniel Kulinski

Craig Arango