Chapters 5b and 5c

Chapter 5b (185-202)

Many of the things that the book talks about in this chapter is either something that my current professors incorporate in the their lessons when they teach us, or ideas that my peers and I have been forced to use in my other teacher education courses. In my one of my courses with Helja, she required us to get and use three different text books, which is really overwhelming at times. I don't really agree with the approach, but I prefer the idea of having students find appropriate resources online, adding to the information they are getting from the book. Though, I might be biased because I buy all of my very expensive textbooks, while students are permitted to use them without charge.


Chapter 5c (202-220)

Before this chapter, I had not thought of making instructional objectives for anything but the cognitive domain of my students, but it really is important to acknowledge both the affective and psychomotor domains as well. Also, I had only ever heard of and studied Bloom's cognitive domain hierarchy; I had never realized that there were also hierarchies for both the psychomotor and affective domains. I'm surprised it took this long for me to be exposed to this, seeing as I'm almost done with my second year of teacher education and this seems like a pretty important topic. Especially when the chapter begins discussing how to use the taxonomies in education. Then discussing curriculum integration and instructional planning were very helpful. The book breaks down the levels of integration and the pieces of planning to the point that was really clear and easily understood.