Chapter 1

Chapter one touched on the different domains, taxonomies, and frameworks when teaching elementary students. Three of the domains referred to head-heart-hands. Head is in reference to Bloom's Taxonomy which is the cognitive domain. Heart is in reference to Krathwohl's Taxonomy on the affective domain. Lastly, hands is in reference to the psychomotor domain. Teachers need to keep in mind all three of these domains when creating lesson plans. In order for students to really understand the given topic, students must experience each of these three domains so that they are thinking, feeling, and producing throughout the learning process.

This chapter also goes into the different models associated with lessons. I really liked Hunter's Mastery Learning, Karplus and Their's 5-E Model, and Gardner's Multiple Intelligences. Hunter's Mastery Learning goes over a skeleton version of a lesson plan. This shows the different aspects that should be included in lesson plans. I also found the 5-E model to be interesting. I have never seen this model before. This model is: Engage, Explore, Explain, Extend, and Evaluate. This is a nice way to remember how the basic outline of lessons should be. Students need to be engaged in the beginning of the lesson, students need to explore the new topic, explain what is happening with the new topic, extend their knowledge on the topic by adding other discussion points from previous knowledge and by exploring new possibilities that could relate to the topic, and finally an evaluation to see how well the students were able to grasp the new concepts. The other framework I enjoyed was Gardner's Multiple Intelligences. As a teacher I need to mix up the way group work and evaluations are done. By using Gardner's Multiple Intelligences, I can change how my lessons are by changing which intelligence to use. Mixing up how lessons are taught and mixing up how evaluations are taken allows students with strengths in different intelligences a stronger opportunity to succeed because they are never stuck doing the same task over and over. If I always had my assessments be logical and mathematical, students who don't do well with these assessments would never score as high as they could only due to the format. By mixing up the assessments I will be more able to assess the student's knowledge on the topic and their application of the knowledge instead of their ability to successfully complete the given assessment's format.