The reinforcement is correct.
BF Skinner
Traditional language teaching methods are slowly evolving to adapt to the current environment of students. As a consequence, curricula are modified and adapted to accommodate advances in technology. The combination of media forms as springboards with the help of multimedia tools offers the possibility of facilitating technological instructions in activities designed in a practical way.
Teachers today need to be innovative in the classroom not necessarily by demanding complicated sets of technological tools from the educational institutions they serve, but with the presence of basic technologies, mentors situate the learning environment in the most practical way possible.
One of the simple ways to do this is by using a YouTube movie clip of cyberspace that directly manipulates Bloom’s Taxonomy of Learning revised as Bloom’s Digital Taxonomy of Churches (2007). Integrating this into English language teaching aims to strengthen students’ order thinking skills, which begins with remembering, understanding, applying, analyzing, evaluating and creating the concepts or knowledge acquired. While in use, technical activities are applied simultaneously.
These suggested activities for students who follow through a Walt Disney mini-bio film are primarily aimed at employing order thinking skills and elucidating how these secondary skills in each order of thinking skills are being manipulated through the visualization, listening, speaking and reading of the students. and writing with the help of appropriate language objectives prescribed by the facilitator teacher. The learning objectives of these activities are defined by the sub-skills.
1. Remembering
Bookmark the URL of the Walt Disney autobiography for easy access Find the site of the given autobiography to allow previews Copy or record the passage to a file Listen to and view the passage in a language lab or school study List and sequence important dates of Walt Disney life List and order important events in the movie Tabulate events and dates through Microsoft Word or PowerPoint Tell a story about Disney’s life orally or through a recording Label dates on the Disney timeline through various ways by graphic organizers Label events in the Walt Disney timeline using shapes and figures from Microsoft Word applications Number Walt Disney’s life events as they occur in the film’s biography while listening Quote lines significant parts of the film’s biography and present them through scanned images, excerpts of scenes from p Movies, sketches or drawings on screen Name important films screened with your promotion displayed International posters obtained from the Internet Location of Walt Disney trips through maps projected in Google on screen
2. Comprehension
Relate the dates and events in a PowerPoint presentation Infer through the important dates and events of the character gathered with matching images downloaded from the Internet Interpret the graphic organizer provided by the teacher projected on screen Interpret the personally constructed graphic organizer displayed on screen Diagram of the events through semantic mapping styles Classify the films cited in the biography through a column chart Collect important facts to be presented in PowerPoint Summarize the life of Disney through a single paragraph on screen to deliberate
3. Apply
Reproduce the autobiography and present a timeline of its story Use semantic mapping tools to relate concepts in the short film Demonstrate ideas from the film through images or sketches Present an essence of your biography through sketches Present an essence of your life through scanned images from magazines Present your biography through photographs to represent ideas Demonstrate ideas through scanned images for slideshows Plot and complete sequential significant events in Disney’s life. Complete and explain a paragraph about the life of Disney shown on screen Choose an event and present its meaning Act out some scenes from the film and simultaneously reproduce the original narrative Construct a recorded narrative about the biography
4. Analyzing
Question by asking series of questions according to levels or dimensions to obtain details as a whole Order the works of Walt Disney according to dates and places Organize the events through PowerPoint presentations Present a slideshow with the works of Mr. Disney Classify Disney films according to genre and showing some notable scenes Classification of Walt Disney films according to years of production Deconstruction of Disney biography through graphic organizers Linking the timeline with his films produced using posters Sort events through a designed timeline or a flow chart summarizing the biography by dates, places, events and important works in films
5. Evaluation
Editorialize your life with vignettes to deliberate Create a rubric to display on the board to agree and disagree with the facts and significant achievements of the character Evaluate the biography in terms of its technical factors and content Publish some illustrations that allude to the facts of its life history Review previous structures that adequately list Disney life events Justify the advantages of Disney movies through a mock talk show Review the film using a conceptualized list of criteria Examine and monitor the opinions of classmates with respect to Disney movies. Post still images of Disney characters and caption images Reframe your movie titles through a projected screen Review the movie in a pure narrative to convey sequential events
6. Creating
Simulate Disney life with the use of improvised audiovisual materials. Structure a script by using script formats from the Web. Publish essays on the life of Walt Disney through online magazines or blogs. Create animations to show some popular Disney movie characters. Blog an essay about important events. Write an article about Disney to be published in the school newspaper or on the Internet Produce a story by filming some instances of Disney’s life Write a composition of speech about his notable works by mixing with sound effects and background visuals Build a program of interviews about Disney in a school study or in the classroom Simulate Disney characters in the classroom by groups with technical effects Construct a narrative summary through written or recorded form Produce theatrical representations about him through a script Monitor opinions about the advantages of his films among classmates
A stronger perception of the rationale behind these suggested tasks can be further explained by an example that is presumed to be the discretion of the teacher of a language program to which a pattern has been applied. Recalling as lower order thinking skills, students will tabulate events and dates after viewing the mini-biography. This type of activity deals with the subskills in particular, tabulating and counting that further imply the objectives of the activities and prescribes the appropriate grammar to be used, such as expressions of time, prepositions, conjunctions, simple past tense forms of the verb, as well as the skills involved. like writing, engaging in speaking skills, not to mention seeing and listening skills that have been used previously. The additional digital aspects of this lesson are further complemented by using PowerPoint or Microsoft Word to create outputs that are facilitated by an external disk where the file has been saved, a computer to enable the file, and a projector to display the works of students after. Google the primary source for the materials chosen for this lesson.
In summary, the following factors can support and test the possibilities of these proposed practical applications of digital taxonomy in language teaching: order thinking skills (digital order thinking skills) and subskills, goals, grammatical approaches, authentic springboard (YouTube mini-bio), macro skills, instructional technology tools (website, external disk, computer and projector) and outputs. All of them mobilize the possibilities of carrying out these suggested activities.
