tag:blogger.com,1999:blog-56824627855469346022024-03-04T23:27:18.451-08:00The World in Your Classroom through Pj B LAna Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.comBlogger35125tag:blogger.com,1999:blog-5682462785546934602.post-34576309753198276462011-10-29T12:31:00.000-07:002011-10-29T12:34:25.314-07:00Objectives for Learning<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLB95UgT0ZcdaKNUuFkh_-TT2TlosnTpunNOVohBolOZ57GJg01VbQkC7pDN_HxCMIqPeJPR8VZ_jnHBE_6AoOb2ZrQzxb-essa-xS188cYXtaQ-SRKmg2FvPIaU7_shKI7I5iZcA9FXU/s1600/OBJECTIVES+FOR+LEARNING.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLB95UgT0ZcdaKNUuFkh_-TT2TlosnTpunNOVohBolOZ57GJg01VbQkC7pDN_HxCMIqPeJPR8VZ_jnHBE_6AoOb2ZrQzxb-essa-xS188cYXtaQ-SRKmg2FvPIaU7_shKI7I5iZcA9FXU/s320/OBJECTIVES+FOR+LEARNING.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5668999443911587122" /></a>Objectives and assessments should be identified to ensure that students remain on task and are able to articulate why the lesson is important and what goals are necessary for them to achieve. By identifying these critical take-away, you begin to think about essential learning outcomes and how relationships can be developed and built on main concepts. This is accomplished by looking at the standards of learning (SOLs) for your topic and deciphering what the big picture is and how best to identify the importance of this picture to your students. For example, below are two SOLs. Identify the take-away from each. Questions to consider:<br />• What are the most important concepts for students to understand from this unit?<br />• What is important for students to remember about this unit a year from now?<br />• What observable behaviours do I want students to demonstrate and which cognitive domains will be evident? Finally write a real-world problem to represent the algebraic expression.Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-73235691124595684992011-10-04T07:26:00.000-07:002011-10-04T07:41:22.196-07:00Big Questiions - For a Successful Lesson<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP2N0w0BqURNUlPm-ijbOFs21QWyQlE1LH1X-HJAzhyphenhyphen1LsN4iY78Q4nXl6B3Ib36EBj84xtGfrW6UHZDpXeWoeqEAybZBDgF7ifPtiOREVCnacVDfVMGzsUL9SkbRLRFZZUkS8-xBMbdc/s1600/bbc-1-the-big-questions1.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 180px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgP2N0w0BqURNUlPm-ijbOFs21QWyQlE1LH1X-HJAzhyphenhyphen1LsN4iY78Q4nXl6B3Ib36EBj84xtGfrW6UHZDpXeWoeqEAybZBDgF7ifPtiOREVCnacVDfVMGzsUL9SkbRLRFZZUkS8-xBMbdc/s320/bbc-1-the-big-questions1.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5659646602835495074" /></a>A big idea question could be: “How have money and other means of commerce taken shape throughout history and across different civilizations?” In the classroom, the teacher would lead a brainstorming session by posing this question and guiding students to think about how money and bartering have changed throughout societies. As students are brainstorming, the teacher’s role is to write all of the students’ ideas on an interactive board. Once students finish suggesting ideas, select students can come up to the interactive board to organize the collection of ideas into categories. Once the categories are organized, you can have students brainstorm possible sub questions for each category. Once sub questions are identified, as a collective group the class can then decide which questions and categories they want to work on and understand better. As the teacher, it is your responsibility to encourage students to identify key points about the topic that are of interest to them personally and to begin asking deeper questions to explore their interests further as they relate to the intended learning objective. Through this process of collaboration and investigation, students begin to understand the big idea of the lesson and the larger picture - their personal world.Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-22504980768731976602011-09-28T10:29:00.000-07:002011-09-28T10:40:51.026-07:00Critical and Creative Thinking ProcessesMuch of the thinking done in formal education emphasizes the skills of analysis--teaching students how to understand claims, follow or create a logical argument, figure out the answer, eliminate the incorrect paths and focus on the correct one. However, there is another kind of thinking, one that focuses on exploring ideas, generating possibilities, looking for many right answers rather than just one. Both of these kinds of thinking are vital to a successful working life, yet the latter one tends to be ignored until after college. We might differentiate these two kinds of thinking like this:<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLhgvvHg_QEk9xR5czw3wsMBM87c-U498Z2bBtt8A5GU_Ca1GJmCRc6q2E_uRxX3q2tVjDMsQms5Sd1pnU_62FAdKnCwJih_sGb9_1bHp6KPhrNkDHq2eJAKNroMn9HMYlMrVDafjp1rg/s1600/Creative+Thinking.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLhgvvHg_QEk9xR5czw3wsMBM87c-U498Z2bBtt8A5GU_Ca1GJmCRc6q2E_uRxX3q2tVjDMsQms5Sd1pnU_62FAdKnCwJih_sGb9_1bHp6KPhrNkDHq2eJAKNroMn9HMYlMrVDafjp1rg/s320/Creative+Thinking.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5657466663018252946" /></a>In an activity like problem solving, both kinds of thinking are important to us. First, we must analyze the problem; then we must generate possible solutions; next we must choose and implement the best solution; and finally, we must evaluate the effectiveness of the solution. As you can see, this process reveals an alternation between the two kinds of thinking, critical and creative. In practice, both kinds of thinking operate together much of the time and are not really independent of each other.Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-2577194604641844342011-09-02T11:08:00.000-07:002011-09-02T11:55:59.790-07:00Synthesis - The Ability to Put Parts TogetherSome of the action verbs used to assess synthesis are the following: argue, arrange, assemble, categorize, collect, combine, compile, compose, construct, create, design, develop, devise, establish, explain, formulate, generalize, generate, integrate, invent, make, manage, modify, organize, originate, plan, prepare, propose, rearrange, reconstruct, relate, reorganize, revise, rewrite, set up, summarize.<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw78U5XhZtUZEOyYkvXiiLXhkW2uZdg30OwHyDtiMG_-k05XNQnvaaJqzHRo62J0eyGShU-Oy9zrOyIikMK5VguyE9XejAY3Ct-hf0j8aa4kDRILjWuf4LvuQNqNITtbdaTPWyN_droYY/s1600/Example+Assessment.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw78U5XhZtUZEOyYkvXiiLXhkW2uZdg30OwHyDtiMG_-k05XNQnvaaJqzHRo62J0eyGShU-Oy9zrOyIikMK5VguyE9XejAY3Ct-hf0j8aa4kDRILjWuf4LvuQNqNITtbdaTPWyN_droYY/s320/Example+Assessment.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5647834598369188306" /></a>Some examples of learning outcomes that demonstrate evidence of synthesis are: 1) Recognize and formulate problems that are amenable to energy management solutions; 2) Propose solutions to complex energy management problems both verbally and in writing; 3) Summarize the causes and effects of the 1917 Russian revolutions; 4) Relate the sign of enthalpy changes to exothermic and endothermic reactions; 5) Organize a patient education program. Note that the verbs used in the above six categories are not exclusive to any one particular category. Some verbs appear in more than one category. For example, a mathematical calculation may involve merely “applying” a given formula or it may involve “analyzing” as well as ‘application’.<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggaFGuVDjZFlHFJLkUjUDYrPU1QNW_yVAFuJH9qsnuxjRNwHhNAsg8O_YMDTQ2Y52bpZ3pDN0eyiW0lpfQU9IWB6fGaF0dsRx3aJau1UMn3kUPw300GFDmhqJm_BVVEt-EjXbXb6LFyK0/s1600/Verbs+and+Inquiry.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggaFGuVDjZFlHFJLkUjUDYrPU1QNW_yVAFuJH9qsnuxjRNwHhNAsg8O_YMDTQ2Y52bpZ3pDN0eyiW0lpfQU9IWB6fGaF0dsRx3aJau1UMn3kUPw300GFDmhqJm_BVVEt-EjXbXb6LFyK0/s320/Verbs+and+Inquiry.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5647837823245548706" /></a>
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<br />Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-54927678953803227672011-08-22T07:42:00.000-07:002011-08-22T07:45:14.538-07:00Evaluation - The Ability to Judge the Value of Material for a Given Purpose<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBMxpKUbN_t4ZPXz0UZmlZO-oxkw2jR3qjlZvl6-bJBDtxJi9WvhScQ-w6tsg0g12WA9uRk-nGmXe-5NlosVZ2QqRCPnhyphenhyphenZZprfTbvf-Mcsls3f6zJmQLFvG7PAWb4gJ1sVpfUsV8HfU0/s1600/evaluation.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBMxpKUbN_t4ZPXz0UZmlZO-oxkw2jR3qjlZvl6-bJBDtxJi9WvhScQ-w6tsg0g12WA9uRk-nGmXe-5NlosVZ2QqRCPnhyphenhyphenZZprfTbvf-Mcsls3f6zJmQLFvG7PAWb4gJ1sVpfUsV8HfU0/s320/evaluation.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5643691333631240946" /></a>Some of the action verbs used to assess evaluation are: appraise, ascertain, argue, assess, attach, choose, compare, conclude, contrast, convince, criticize, decide, defend, discriminate, explain, evaluate, grade, interpret, judge, justify, measure, predict, rate, recommend, relate, resolve. The following are some examples of learning outcomes that demonstrate evidence of evaluation are:
<br />• Assess the importance of key participants in bringing about change in Irish history Evaluate marketing strategies for different electronic business models.
<br />• Summarize the main contributions of Michael Faraday to the field of electromagnetic induction.
<br />• Predict the effect of change of temperature on the position of equilibrium.
<br />• Evaluate the key areas contributing to the craft knowledge of experienced teachers.
<br />Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-84846403980281612332011-08-17T00:34:00.000-07:002011-08-17T00:44:47.890-07:00Analysis - the Ability to Break down Information into its Components<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKDyx_psKwC02LD2FWXaftJsIjXK5KCBt6Z4q4Pp8GRlcOOiR30v61hmLZv_lTvAStXmZ0vtf1pmGkefiD9A5uVZ251GfxsO2zYecwCEXuJiUH0Bykyscdk5GFrrIu-pkPhD70GuraD6E/s1600/search-analysis.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 215px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKDyx_psKwC02LD2FWXaftJsIjXK5KCBt6Z4q4Pp8GRlcOOiR30v61hmLZv_lTvAStXmZ0vtf1pmGkefiD9A5uVZ251GfxsO2zYecwCEXuJiUH0Bykyscdk5GFrrIu-pkPhD70GuraD6E/s320/search-analysis.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5641727633620392290" /></a>As an example for that we can look for inter-relationships and ideas (understanding of organizational structure). Some of the action verbs used to assess analysis are as follows: analyze, appraise, arrange, break down, calculate, categorize, classify, compare, connect, contrast, criticize, debate, deduce, determine, differentiate, discriminate, distinguish, divide, examine, experiment, identify, illustrate, infer, inspect, investigate, order, outline, point out, question, relate, separate, sub-divide, test. Some examples of learning outcomes that demonstrate evidence of analysis are:
<br />• Analyze why society criminalizes certain behaviors.
<br />• Compare and contrast the different electronic business models.
<br />• Debate the economic and environmental effects of energy conversion processes.
<br />• Compare the classroom practice of a newly qualified teacher with that of a teacher of 20 years teaching experience.
<br />• Calculate gradient from maps in m, km, % and ratio.
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<br />Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-16854148388873851712011-07-30T13:32:00.000-07:002011-07-30T13:38:44.254-07:00Application - The Ability to Use Learned Material in New Situations<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEpF_-3fRMZAaf4GaVkGgCt6brHnuuIiZsdp-ZhqTvkC0b0M7OdOhMqPTTLWpx35Tw3cytDdL-R_LjwnsaqlfBKngqIXcQTweR2xW2-kLI7ad1a9V4Roq7C99vAfx3YNA55RuPxFPljSo/s1600/blooms_pyramid.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 300px; height: 224px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEpF_-3fRMZAaf4GaVkGgCt6brHnuuIiZsdp-ZhqTvkC0b0M7OdOhMqPTTLWpx35Tw3cytDdL-R_LjwnsaqlfBKngqIXcQTweR2xW2-kLI7ad1a9V4Roq7C99vAfx3YNA55RuPxFPljSo/s320/blooms_pyramid.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5635247420109966706" /></a>Some of the action verbs used to assess application are shown as follows: Apply, assess, calculate, change, choose, complete, compute, construct, demonstrate, develop, discover, dramatize, employ, examine, experiment, find, illustrate, interpret, manipulate, modify, operate, organize, practice, predict, prepare, produce, relate, schedule, select, show, sketch, solve, transfer, use. Some examples of learning outcomes that demonstrate evidence of application are:<br />• Construct a timeline of significant events in the history of Australia in the 19th century.<br />• Apply knowledge of infection control in the maintenance of patient care facilities.<br />• Select and employ sophisticated techniques for analyzing the efficiencies of energy usage in complex industrial processes.<br />• Relate energy changes to bond breaking and formation.<br />• Modify guidelines in a case study of a small manufacturing firm to enable tighter quality control of production.<br />• Show how changes in the criminal law affected levels of incarceration in Scotland in the 19th century.<br />• Apply principles of evidence-based medicine to determine clinical diagnoses.Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-38344293453284696512011-07-29T05:48:00.000-07:002011-07-29T06:03:19.712-07:00Learning Outcomes and Assessment: Comprehension - Defined as the Ability to Understand and Interpret Learned Information<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2wt2P2REK9O1x-FLkaCbttIh58fM1LyBDYRWQYJ0mMbmWtsmsAagiE1fAvdiI5641XJrPTU7mPm8_fC-5Y5m-X_40ldJt0hg7j9ogCy9e1Ze-9dS7-cWZ61ERIAca7dmc1OLTtY9uc7s/s1600/reciprocal+teaching+caption.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 188px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg2wt2P2REK9O1x-FLkaCbttIh58fM1LyBDYRWQYJ0mMbmWtsmsAagiE1fAvdiI5641XJrPTU7mPm8_fC-5Y5m-X_40ldJt0hg7j9ogCy9e1Ze-9dS7-cWZ61ERIAca7dmc1OLTtY9uc7s/s320/reciprocal+teaching+caption.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5634756884377481442" /></a>Some of the action verbs used to assess comprehension are as follows:<br />Associate, change, clarify, classify, construct, contrast, convert, decode, defend, describe, differentiate, discriminate, discuss, distinguish, estimate, explain, express, extend, generalize, identify, illustrate, indicate, infer, interpret, locate, paraphrase, predict, recognize, report, restate, rewrite, review, select, solve, translate.<br />Some examples of learning outcomes that demonstrate evidence of comprehension are:<br />• Differentiate between civil and criminal law<br />• Identify participants and goals in the development of electronic commerce.<br />• Predict the genotype of cells that undergo meiosis and mitosis.<br />• Explain the social, economic and political effects of World War I on the post-war world.<br />• Classify reactions as exothermic and endothermic.<br />• Recognize the forces discouraging the growth of the educational system in Ireland in the 19th century.Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-74104991824293017302011-07-28T03:54:00.000-07:002011-07-28T03:57:10.986-07:00Regards from Jevgenija, Latvia<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQEEvpYwssjdOsTT5tprTEHFB2P0aCvtVzdxeEzWJpcoiyHscs1zNq04i-jIXHFS7qDBlUC2BwEk5z6TucAc3yrhrnWSX6Z76G7VmmhG2il2ELlO5dySeF1CjzScgtQ27o5qz1CUY8rUI/s1600/P7071367.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQEEvpYwssjdOsTT5tprTEHFB2P0aCvtVzdxeEzWJpcoiyHscs1zNq04i-jIXHFS7qDBlUC2BwEk5z6TucAc3yrhrnWSX6Z76G7VmmhG2il2ELlO5dySeF1CjzScgtQ27o5qz1CUY8rUI/s320/P7071367.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5634355096243354578" /></a>Hi Ana, <br />I have viewed your blog and tried to leave some comments but somehow could not do that. I think that you have done an excellent work, other teachers can crib and get innovative ideas for their lessons. I also attach some photos of you and us for good memories. Thanks for the photos. Keep in touch, with warm regards, JevgenijaAna Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-34402616924915466602011-07-27T22:02:00.000-07:002011-07-27T22:15:46.858-07:00Learning Outcomes and Assessment - Knowledge<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-7A3Q5HkFp4YpEFt1x5fcXSftokcPeHfC6YkbzW7hXB13SIb8IKv8x76NOVJ9R8qk1PmxK0JtCS2OVFDY3IPS42uamTkYv4PlGEeaRlnyDc-fDjyzRpqk0m-9BqbGORbeDJu7oy1RqLs/s1600/knowledge-paradigm.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-7A3Q5HkFp4YpEFt1x5fcXSftokcPeHfC6YkbzW7hXB13SIb8IKv8x76NOVJ9R8qk1PmxK0JtCS2OVFDY3IPS42uamTkYv4PlGEeaRlnyDc-fDjyzRpqk0m-9BqbGORbeDJu7oy1RqLs/s320/knowledge-paradigm.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5634267259162838386" /></a>Knowledge may be defined as the ability to recall or remember facts without necessarily understanding them. Some of the action verbs used to assess knowledge are as follows:<br />Arrange, collect, define, describe, duplicate, enumerate, examine, find, identify, label, list, memorize, name, order, outline, present, quote, recall, recognize, recollect, record, recount, relate, repeat, reproduce, show, state, tabulate, tell.<br />Some examples of learning outcomes for courses in various disciplines that demonstrate evidence of knowledge include the following:<br />• Recall genetics terminology: homozygous, heterozygous, phenotype, genotype, homologous chromosome pair, etc.<br />• Identify and consider ethical implications of scientific investigations.<br />• Describe how and why laws change and the consequences of such changes on society.<br />• List the criteria to be taken into account when caring for a patient with tuberculosis.<br />• Define what behaviors constitute unprofessional practice in the solicitor – client relationship.<br />• Describe the processes used in engineering when preparing a design brief for a client.<br />Note that each learning outcome begins with an action verb.Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-4477918171179971902011-07-27T02:33:00.000-07:002011-07-27T22:16:36.450-07:00Bloom's Taxonomy and Inquiry<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQk5WxsTftgpplA49-vuIJ2lECYG0sYLnEjdgsxE8RAIkD_H-knpDUPl3lCmddcj3tmBE8z9ZHjkrUgk8jFr_1V6GVrum72VBU8h6XYxh9oQvnIs_o1Qt4O13Q-FSLeFUkNxJCjOMbLTY/s1600/bloom.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 239px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQk5WxsTftgpplA49-vuIJ2lECYG0sYLnEjdgsxE8RAIkD_H-knpDUPl3lCmddcj3tmBE8z9ZHjkrUgk8jFr_1V6GVrum72VBU8h6XYxh9oQvnIs_o1Qt4O13Q-FSLeFUkNxJCjOMbLTY/s320/bloom.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5633964809143295922" /></a>Benjamin Bloom’s taxonomy, updated in 2001, can help you identify and categorize good questions to guide student learning. Within the taxonomy, there are six cognitive levels, and these move from lower- to higher-order thinking. The six levels are remembering (knowledge), understanding (comprehension), applying, analyzing, evaluating, and creating (synthesizing). These six levels provide opportunities for teachers to incorporate inquiry learning into their lessons beyond the lower cognitive-level thinking activities, such as knowledge and comprehension that are centered on recitation and memorization. In order to develop critical thinking and good inquiry activities, you want to ask questions that provide students with opportunities to apply, analyze, synthesize, and evaluate important concepts and themes within the activity. This deeper investigation and exploration of topics allows your students to focus on differentiating and questioning different points of view and then synthesize the information in order to debate an issue or build a model.Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-15263283757014954852011-07-26T12:03:00.000-07:002011-07-26T12:13:18.736-07:00Motivation and Inquiry ActivitiesIn student learning, motivation is a key element, and this is especially critical with inquiry activities. Without student motivation, engagement will not happen and deep inquiry will not take place. When motivated, students are eager to learn, fascinated by their discoveries and enjoy asking questions. Motivation is generally either intrinsic or extrinsic. Intrinsic motivation is internal and comes because we are interested in the material and want to do a good job. Extrinsic motivation, on the other hand, comes from external factors, such as good grades or praise on an assignment. When you begin creating your inquiry activity, try to engage both forms of motivation equally. As shown in table 1.1, so that each inquiry activity builds on providing both intrinsic and extrinsic motivation, you want to ensure that the activity is meaningful, authentic, and challenging and at the same time aligns with your learning standards. In order to create activities that aid in motivating your students, you want to make sure that the activity is meaningful and worthwhile. In developing class activities, it is important to ask yourself the following:<br />Why is this important for my students to understand? How does this topic relate to their interests? How does this topic tie into their future?<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7c8VxEMwoPC0utr3GPdq4-uCWJYk7hSXKqQyfvfPWbJDu3SxOcVNjv6IYoJ92KirmXmUcEIAmbWsGRgkXZ2f1NnWMIttLNl_i7Q1k_aUjzIbgvxtkrvl7pfhGm7nt2pcPHvjssR_gZ3g/s1600/Motivation+-+Examples.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7c8VxEMwoPC0utr3GPdq4-uCWJYk7hSXKqQyfvfPWbJDu3SxOcVNjv6IYoJ92KirmXmUcEIAmbWsGRgkXZ2f1NnWMIttLNl_i7Q1k_aUjzIbgvxtkrvl7pfhGm7nt2pcPHvjssR_gZ3g/s320/Motivation+-+Examples.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5633740581259398850" /></a>One way to highlight the importance of an activity and motivate your students is to provide connections to their current interests and concerns. For example, in a history class, have your students investigate how elections impact their lives. Voting can and does make a difference. It is critical to create an activity that connects your students to the content being explored and engages them in the discipline.Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-76272814510001732992011-07-24T04:48:00.000-07:002011-07-24T04:57:36.465-07:0021st Century Learning Methods<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQmQDwaFm1lapbH6ubSbcfZ0ceXycQ-Uaa5uyyy_-ROm_jiqvb7wpNzhyphenhyphenA7xw4ZeG8PUpN2FFu480WRNoNGrIrQ26bRXOmJaMSZNb7EaYlVJLFuDGUBR9RM6FFQ3nu9eVIala7fGOP6QY/s1600/Presentation1.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQmQDwaFm1lapbH6ubSbcfZ0ceXycQ-Uaa5uyyy_-ROm_jiqvb7wpNzhyphenhyphenA7xw4ZeG8PUpN2FFu480WRNoNGrIrQ26bRXOmJaMSZNb7EaYlVJLFuDGUBR9RM6FFQ3nu9eVIala7fGOP6QY/s320/Presentation1.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5632886343809925122" /></a>Equally important to 21st century learning is the application of learning science research and principles to learning methods and the design of learning activities, projects, assessments and environments. Principles of effective learning important to 21st century education practitioners include: <br />• Authentic Learning - learning from real world problems and questions<br />• Mental Model Building - using physical and virtual models to refine understanding<br />• Internal Motivation - identifying and employing positive emotional connections in learning<br />• Multi - Modal Learning - applying multiple learning methods for diverse learning styles<br />• Social Learning - using the power of social interaction to improve learning impact<br />A particularly effective learning method that incorporates these principles are group learning projects driven by an engaging, real-world questions or problems. These inquiry- and design-based, collaborative learning projects are a powerful learning method especially suited for building the essential 21st century skills-and-knowledge listed in the rainbow model above. Students in well-designed and managed learning projects often produce artifacts (reports, models, simulations, presentations, inventions, videos, etc.) that can be evaluated for both understanding of content knowledge and the proficiency level of a range of 21st century skills. Students’ collections of projects, often placed in structured electronic portfolios, can provide rich evidence for increasing competence and achievement over time.<br />Challenges<br />Achieving a new balance of learning practice that supports an expanded set of learning goals and a broader definition of student success is a significant challenge to often change-resistant educational systems around the world. The interlocking support systems of education - standards, assessments, curriculum and instruction, professional development and learning environments - all have to shift together to provide a solid infrastructure for 21st century learning.<br />Schools, districts, provinces and entire national education systems are successfully moving toward a 21st century learning model, motivated by the need for an educated workforce and citizenry capable of meeting the challenges and opportunities of the 21st century.Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-32640197788979899922011-07-22T23:02:00.000-07:002011-07-22T23:05:06.201-07:00The Learning Goals for 21st Century StudentsThe learning goals include traditional core subject knowledge areas (in green), such as social studies, math, science, language, etc.; interdisciplinary and contemporary thematic expertise (also in green), such as environmental, health, financial and civic literacy; and three sets of essential skills (in gold, purple and red), applied to the learning of content knowledge:<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnjPo7b7v9bOREOKrQ26s1dLkRcXItBIVLiT8sLILDcfALdAQBvJLXzfSkusDt0N5c10uYkfo5KBuUZ-NdgfxdE4z3Bl0rjMb4FexFGdxqrou0SfFkljroX6GR_dP3xau_qTwE2tdECBs/s1600/The+Learning+Goals.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnjPo7b7v9bOREOKrQ26s1dLkRcXItBIVLiT8sLILDcfALdAQBvJLXzfSkusDt0N5c10uYkfo5KBuUZ-NdgfxdE4z3Bl0rjMb4FexFGdxqrou0SfFkljroX6GR_dP3xau_qTwE2tdECBs/s320/The+Learning+Goals.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5632424664047775794" /></a>Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-2763035950870076712011-07-22T00:40:00.000-07:002011-07-22T00:44:08.819-07:00Task for Project-Based Learning• Divide into teams of two. Pair up with somebody close to your subject and/or grade level.<br />• Generate an essential question, link it to a content standard, and begin to create your project, using the above model as your guide. <br />a) Ask the essential question. If you ask a good question, many content standards will be addressed in your finished product. For example, you could ask, “If I could create my own planet, what it would need to support human life?” Students would have to research a lot of stuff to come up with the answer. What will tell you whether or not students have mastered the material? Have students help with developing a rubric for judging the quality and accuracy of their work.<br />Remember: Questions are the most powerful tool we have as educators. Make your question a good one. Everything else will flow from it.<br />b) Have a plan. Students will own the project if they feel they have a role in its outcome. Try to integrate as many subjects into the research as you can. For example, tie Greek mythology into a space project. Use art to draw your new planet. Write a poem about space. Design math problems and physics experiments. Present the space program in economic and social terms. Is the space race worth having if so many people go hungry? Be prepared to delve into new topics and ideas as they arise.<br />c) Create a timeline. Will your project take a day, a week, a month, or the entire year? Give students directions for managing their time. Teach them how to schedule their tasks. Make sure that students are successful, especially at the beginning of the process. You can make it more difficult as time goes on. Be careful about setting limitations. Insist that they follow the rubrics; refer to these written guidelines often.<br />d) Monitor progress. Designate student roles. Be sure to provide resources, especially good hyperlinks to research sites. Devise a way to determine individual AND group accountability. That way, if a member of the team falls short, hard-working individuals still get the credit they deserve. Keep your eye on the group dynamics. You hold the power to reassign students if things aren’t working out. Are your goals clear as to the final outcome? Will it be a paper, a slide show or a poster? What does a good piece of student work look like? Have some examples to share before the project begins. Be sure to archive good student work for future classes.<br />e) Assess the project. Whenever possible, have the students assess their own work.<br />Assessments can be summative and formative. Use both methods. A good rubric will make this task lots easier. Students like specifics, so put lots of thought into how you will evaluate projects and share these guidelines with your class. <br />f) Evaluate and reflect on the project. This is the time to share feelings and experiences. Students can help you be a better facilitator for future projects. This is also a good time to develop and plan for new projects and ask new questions. If everyone did their jobs, you should have a million new questions to ask!<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLL_WJrVUvzNSgXtebDxAIQsLw89wqXjBHxh00-ovfsDCaDCUcMij05yg-mGqJNdV3mJyw4E3Dck0TLSe2XpZT54anXPOXxpl0v-CO2amS2DpPrWWQdQpbZHYQotja3cq5VnLJcMALX34/s1600/Project-+Based+Learning.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLL_WJrVUvzNSgXtebDxAIQsLw89wqXjBHxh00-ovfsDCaDCUcMij05yg-mGqJNdV3mJyw4E3Dck0TLSe2XpZT54anXPOXxpl0v-CO2amS2DpPrWWQdQpbZHYQotja3cq5VnLJcMALX34/s320/Project-+Based+Learning.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5632078905340276994" /></a>Will your rubric be a process or product rubric? Does it incorporate a timeline? Is your project based on a term paper or electronic project? Did you link your rubric to the correct standards? Is it a process rubric or a content rubric? Above is a cooperative learning model to help you get started. How will you modify it to fit your own needs?Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-62377547155639439972011-07-21T10:00:00.000-07:002011-07-21T10:41:58.465-07:00Project Based Learning Planning<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"href="http://3.bp.blogspot.com/-V41eV93F4nQ/TihgBYovbTI/AAAAAAAAA9k/fe0wvRaZDl/s1600/question-marks1.jpg"><img style="float:left; margin:0 10px 10px0;cursor:pointer; cursor:hand;width: 293px; height: 320px;"src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWBZwyfm6jhcR9HL6QsS_1TmNnH-jymqTB-N-ZgR63Q39fRcmoIn4RAwlgom1GsGElU4PcePNglX0f4wMVcCt02vmrsD670-nruC6fvXzls_vfUpo9TOF_bJvwC8P36cvih55O7x6FA0c/s320/question-marks1.jpg" alt="" id="BLOGGER_PHOTO_ID_5631856910936272178"border="0"></a>1. Project Based learning: <br />• It is curriculum-fueled and standards-based. <br />• It asks a question or poses a problem all students can answer. <br />• It lets students investigate real-world issues.<br />• It fosters abstract, intellectual tasks that explore complex issues. 2. How does it work? <br />a. Pose an essential question. Is the topic relevant? Is it connected to the real world? This is where you begin your in-depth investigation. <br />b. Establish a plan. Which content standards will be addressed? Teachers and students brainstorm activities that support the inquiry. Involve students in the planning and project-building process.<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e){}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVl-rg_VqCI7s1EhrtncPtNNF4VO4g2G6qkbc5L-VSVZ0ppfHq0bArt1ClKv9Fl-YbjcOAWh_krg2JoTqjs5eow0qytnIyCqxkGQ8tA6CxcAr-RmmVz6CxFlsOk38ah50reZWtS46ASEo/s1600/Presentation1.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;"src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVl-rg_VqCI7s1EhrtncPtNNF4VO4g2G6qkbc5L-VSVZ0ppfHq0bArt1ClKv9Fl-YbjcOAWh_krg2JoTqjs5eow0qytnIyCqxkGQ8tA6CxcAr-RmmVz6CxFlsOk38ah50reZWtS46ASEo/s320/Presentation1.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5631860350232421586" /></a><br />c. Create a schedule. Design a timeline for project components. What will your benchmarks be? Keep it simple and age-appropriate. <br />d. Monitor student progress and work. Be a good facilitator and keep things moving. Have students refer to their rubric to keep them on task. <br />e. Assess the project. How will you assess the project? Use rubrics that address content, process, and timeline. <br />f. Evaluate and reflect on your success. Have individuals and groups present their report. Reflect on what went well and what could be improved. Share ideas that will lead to new projects.Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-7939984584313818882011-07-20T12:06:00.000-07:002011-07-20T12:07:25.612-07:00A Tour around Praga<div><embed src="http://widget-96.slide.com/widgets/slideticker.swf" type="application/x-shockwave-flash" quality="high" scale="noscale" salign="l" wmode="transparent" flashvars="cy=lt&il=1&channel=2522015791368395926&site=widget-96.slide.com" style="width:426px;height:320px" name="flashticker" align="middle"></embed><div style="width:426px;text-align:left;"><a href="http://www.slide.com/pivot?cy=lt&at=un&id=2522015791368395926&map=1" target="_blank"><img src="http://widget-96.slide.com/p1/2522015791368395926/lt_t000_v000_s0un_f00/images/xslide1.gif" border="0" ismap="ismap" /></a> <a href="http://www.slide.com/pivot?cy=lt&at=un&id=2522015791368395926&map=2" target="_blank"><img src="http://widget-96.slide.com/p2/2522015791368395926/lt_t000_v000_s0un_f00/images/xslide2.gif" border="0" ismap="ismap" /></a> <a href="http://www.slide.com/pivot?cy=lt&at=un&id=2522015791368395926&map=F" target="_blank"><img src="http://widget-96.slide.com/p4/2522015791368395926/lt_t000_v000_s0un_f00/images/xslide42.gif" border="0" ismap="ismap" /></a></div></div>Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-62818319122782548972011-07-20T10:55:00.000-07:002011-07-20T11:04:36.721-07:00Project Based Learning<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dwyp1aEhkr00d0m5j4Dvq487mwk6vAy0_D4NC04htNwver0hXTBbMZJize8DDHMnEojglY2zRmVcDhinWkjFA' class='b-hbp-video b-uploaded' frameborder='0'></iframe>Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-32412273922351261552011-07-20T05:45:00.000-07:002011-07-20T06:34:11.646-07:00Water Theme - Water Use<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dz3TJEig1YMWflextBDWW-TfN3esvQRHntLxVtRDPoysbOToumbTN1LxuWwg7z5fsHtTAraioCHVm0On-Cqdw' class='b-hbp-video b-uploaded' frameborder='0'></iframe>Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-194511975294622432011-07-19T22:53:00.000-07:002011-10-17T14:16:34.944-07:00During the Course in Prague<div><embed src="http://widget-82.slide.com/widgets/slideticker.swf" type="application/x-shockwave-flash" quality="high" scale="noscale" salign="l" wmode="transparent" flashvars="cy=lt&il=1&channel=2522015791368394882&site=widget-82.slide.com" style="width:426px;height:320px" name="flashticker" align="middle"></embed><div style="width:426px;text-align:left;"><a href="http://www.slide.com/pivot?cy=lt&at=un&id=2522015791368394882&map=1" target="_blank"><img src="http://widget-82.slide.com/p1/2522015791368394882/lt_t000_v000_s0un_f00/images/xslide1.gif" border="0" ismap="ismap" /></a> <a href="http://www.slide.com/pivot?cy=lt&at=un&id=2522015791368394882&map=2" target="_blank"><img src="http://widget-82.slide.com/p2/2522015791368394882/lt_t000_v000_s0un_f00/images/xslide2.gif" border="0" ismap="ismap" /></a> <a href="http://www.slide.com/pivot?cy=lt&at=un&id=2522015791368394882&map=F" target="_blank"><img src="http://widget-82.slide.com/p4/2522015791368394882/lt_t000_v000_s0un_f00/images/xslide42.gif" border="0" ismap="ismap" /></a></div></div>Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-89006680247513526982011-07-19T13:50:00.000-07:002011-07-19T14:10:52.687-07:00Wikis in Plain English<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dwnJU3zOoLA-grKjnktEFh8nyrh1vm95_J7K5C3sxiVGENbeY5ZxpQenpnDtoQYAuUo7c1yV56JIhhfmEhsVg' class='b-hbp-video b-uploaded' frameborder='0'></iframe>Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-28192791876284173712011-07-19T13:12:00.000-07:002011-07-19T13:34:17.831-07:00Helicopters Experiment<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dzpGusn7KeJAKR7a0ShfGa5gTWiz-IzkaWRJM-PN_KDvtFmNnNmzP7uWCmH6JnJhat8t_7VWm2KyrgGi6zQ' class='b-hbp-video b-uploaded' frameborder='0'></iframe>Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-20195638516958664092011-07-08T02:53:00.001-07:002011-07-08T03:27:19.062-07:00What Is Project Based Learning?* Topic/Theme Based<br />* Relevant to students <br />* Relevant to Educational Needs <br />* Involves a Major Problem which has no predetermined solution <br />* Should Challenge Students <br />* Inter-disciplinary/Inter-departmental/Involves different subjects <br />* Is a Shool, Community or Global Project<br />* Stdent led - Structured, Guided, or Open (Teacher is a facilitator)<br />* Involves Student Collaboration<br />* Involves Research, Sharing and Distribution of Knowledge <br />* Final Product, which is assessed<br />* Uses Higher Order Thinking Skills for Student Outcomes and Assessment<br />* Uses Information Technology <br /><div style="width:425px" id="__ss_8542131"><strong style="display:block;margin:12px 0 4px"><a href="http://www.slideshare.net/AnaTudor/quotes-about-project-based-learning" title="Quotes about Project Based Learning">Quotes about Project Based Learning</a></strong><object id="__sse8542131" width="425" height="355"><param name="movie" value="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=21stcenturyclassroom-090807214321-phpapp02-110708051030-phpapp01&stripped_title=quotes-about-project-based-learning&userName=AnaTudor" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><embed name="__sse8542131" src="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=21stcenturyclassroom-090807214321-phpapp02-110708051030-phpapp01&stripped_title=quotes-about-project-based-learning&userName=AnaTudor" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="355"></embed></object><div style="padding:5px 0 12px">View more <a href="http://www.slideshare.net/">presentations</a> from <a href="http://www.slideshare.net/AnaTudor">"Liviu Rebreanu" School Mioveni</a>.</div></div>Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-10908604970934754042011-07-07T22:52:00.001-07:002011-07-07T23:39:26.350-07:00Using Key Word Cipher and the Shift Cipher<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPE7pQDVjflynrWzyDxJmWBWXKPEFfpW55KjqUQgtw_E7oKtVUjvWSATxi9lXrlDtkeW41vkHzafK9961rZHYQ_yF5CEGNd0El6nTTZfVwFlg2NhcG75dHNGyfwqZ5FwN-7j6OiAu5fI0/s1600/HT-IU-723999.bmp"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 194px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPE7pQDVjflynrWzyDxJmWBWXKPEFfpW55KjqUQgtw_E7oKtVUjvWSATxi9lXrlDtkeW41vkHzafK9961rZHYQ_yF5CEGNd0El6nTTZfVwFlg2NhcG75dHNGyfwqZ5FwN-7j6OiAu5fI0/s320/HT-IU-723999.bmp" border="0" alt=""id="BLOGGER_PHOTO_ID_5626856537271398178" /></a>A keyword cipher is a form of monoalphabetic substitution, being used as the key. The keyword cipher determines the letter matchings of the cipher alphabet to the plain alphabet. Repeats of letters in the word are removed, the cipher alphabet being then generated with the keyword matching to A,B,C etc. until the keyword is used up, whereupon the rest of the ciphertext letters are used in alphabetical order, excluding those already used in the key.<br /><br />Plaintext: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z<br />Encrypted: K R Y P T O S A B C D E F G H I J L M N Q U V W X Z<br /><br />With KRYPTOS as the keyword, all As become Ks, all Bs become Rs and so on. Encrypting the message "cryptography is cool" using the keyword "kryptos":<br /><br />Plaintext: K N O W L E D G E I S P O W E R<br />Encoded: D G H V E T P S T B M I H V T L<br /><br />Only one alphabet is used here, so the cipher is monoalphabetic.<br /><br />The best ways to attack a keyword cipher without knowing the keyword are through known-plaintext attack, frequency analysis and discovery of the keyword (often a cryptanalist will combine all three techniques). Keyword discovery allows immediate decryption since the table can be made immediately.<br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMfQfMs6gdD8Y6w68sfrMKLAxoeqJmkUj8n-t6eZOb8qiXsnMBmSlABFzMXLXKtIpvaymyxj7X4zDEGIQQiOnE2uhETaekSTnxIrXg6PrLig1Ukh9o3YkUjh-ppbk6rKrrO97VrSbs7LA/s1600/clip_image014.JPG"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 283px; height: 88px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMfQfMs6gdD8Y6w68sfrMKLAxoeqJmkUj8n-t6eZOb8qiXsnMBmSlABFzMXLXKtIpvaymyxj7X4zDEGIQQiOnE2uhETaekSTnxIrXg6PrLig1Ukh9o3YkUjh-ppbk6rKrrO97VrSbs7LA/s320/clip_image014.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5626858442011533874" /></a>In cryptography, a Caesar cipher, also known as a Caesar's cipher, the shift cipher, Caesar's code or Caesar shift, is one of the simplest and most widely known encryption techniques. It is a type of substitution cipher in which each letter in the plaintext is replaced by a letter some fixed number of positions down the alphabet. For example, with a shift of 3, A would be replaced by D, B would become E, and so on. The method is named after Julius Caesar, who used it to communicate with his generals. The encryption step performed by a Caesar cipher is often incorporated as part of more complex schemes, such as the Vigenère cipher, and still has modern application in the ROT13 system. As with all single alphabet substitution ciphers, the Caesar cipher is easily broken and in practice offers essentially no communication security.<br />We have learned at this course that Leonardo da Vinci has used the mirror language. Teachers and students have to retain that in transposition codes, all the letters remain the same but in a different order. <br /><br />Here is our trainer's example:<br /><br />ZU HO UD CUZ ZU HO ZSGZ AE ZSO JKOEZAUC<br />TO BE OR NOT TO BE THAT IS THE QUESTION <br /><br />What we know?<br /><br />* It's a code in Modern English Language.<br />* 'Z' is dominant.<br />* There are different words disposed in this way:<br />- 2 letter words;<br />- 3 letter words;<br />- 4 letter words;<br />- 8 letter words. <br /><br />What we need to know?<br /><br />* Is there a key word? - not relevant<br />* Is it a sentence? - yes<br />* Word frequencies in the English language:<br />1) The most common letter - e<br />2) A single letter word: - a, I<br />3) Most common 2 letter words - of, to in<br />4) Most common 3 letter words - the, and<br />5) Most common 4 letter words - that<br />6) 'Q' is followed by 'u'.Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0tag:blogger.com,1999:blog-5682462785546934602.post-91848302183156399212011-07-07T08:16:00.000-07:002011-07-07T08:27:46.421-07:00Writing a News Report - Editor's Checklist* Is the information grouped into logical paragraphs?<br />* Are the paragraphs in a logical order?<br />* Is there any unnecessary information?<br />* Is any necessary information missing?<br />* Are there any parts that you can't understand?<br />* Are a lot of the same words repeated?<br />* Can more precise words be used?<br />* Is there too much repetition of linkers like 'and', 'but', 'then', etc.?<br />* Do all the verbs agree with subjects? (e.g. she are is ...)<br />* Have articles ('the', 'a', 'an') been used correctly?<br />* Have the correct verb forms been used?<br />* Is the punctuation correct?<br />* Have all the words been spelt correctly?Ana Tudorhttp://www.blogger.com/profile/08531957269919126668noreply@blogger.com0