Curriculum & Theory 

Bloom's Taxonomy

Bloom's Taxonomy was created by a man named Benjamin Bloom in 1956. This theory is organized into three domains that use hierarchical models. The first domain is the cognitive domain which is the brain. The second domain is the affective domain which is the heart and feelings. The third domain is the psychomotor which is the hands. The top of the models uses higher-order thinking skills which require the students to "do". The bottom of the models uses lower-order thinking skills that require students to "know". This is effective when creating lesson plan objectives. Bloom's Taxonomy gives measurable verbs to assess student learning. I would use it in my classroom to find measurable verbs when creating objectives for my lesson plans that assess students' learning. An example of this was when we created our Primary Sources GRM lesson plan. We created objectives that were appropriate for the grade and topic we were teaching.

Dual Coding

Dual Coding was discovered by a theorist named Paivio. Dual Coding uses multisensory learning to retain information. For example, combining sights with sounds or visuals with auditory clips in a lesson will help students retain information quicker. This is effective because it is an easy addition to a lesson that will increase learning in students. I would use it in my classroom to incorporate multisensory learning into a lesson that engages and increases learning in my students. An example from this semester is when we created our visual anchor presentation. We found a song that related to history (auditory) and created a presentation (visual).

Spiral Learning Theory

Spiral Learning Theory was first theorized by Jerome Bruner. This theory uses three steps called inactive, iconic, and symbolic. These steps introduced the idea of scaffolding. When learning new content, the teacher will assist students in learning but as the student practices they will hopefully reach mastery. Scaffolding is effective because all new information is built upon a students' previous knowledge. This helps the students grasp higher level thinking easier. I would use it in my future classroom throughout the year. Using the KSDE standards when writing lesson plans, I can scaffold my activities. An example of Spiral Learning Theory from this semester is when we learned about SOAPS and 5Ws. First, these ideas were introduced and then we were given examples. Eventually, we created our own SOAPS or 5W lesson plan.

Understanding by Design

Understanding by Design (UBD) is a theory that emphasizes planning with the end in mind. There are three steps when using this theory. First, is identifying the end objective. What will the students "know" or "do" by the end of the lesson? Second, is assessment. How will the teacher check or evaluate the learning? Third, plan the instruction. This is effective because throughout the lesson the teacher knows exactly what the standard is that the students are trying to master. I would use it in my classroom when creating lessons because it makes it easier to plan when I already know what goal I want my students to reach is. An example of this was when we created our Primary Sources GRM lesson plan because before we did anything we identified our end objective. Next, we created a formative assessment that supported student learning. Lastly, we wrote the lesson plan in a way that anyone reading it could teach it.

Zone of Proximal Development

Zone of Proximal Development (ZPD) was theorized by Lev Vygotsky. This model has three parts that scaffold student learning that eventually leads to mastery of a skill. The inside circle is what a student can do independently. The middle circle is what a student can do with assistance from a teacher. The outside circle is what a student cannot do even with assistance. This is effective because by using the correct assessments a teacher is informed on where each student is on the model. The teacher will know how to tailor their instruction for each student. I would use it in my classroom to put students into MTSS groups. That way when I am teaching, I know which students need extra support. An example of this was when we created modifications to our Primary Sources GRM lesson plan that support students who might be in the middle or outside circle.