Reinforcement is being right.

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Traditional language teaching methods are slowly evolving to suit students’ current environment. As a consequence, curricula are modified and customized to adapt to technological advances. The combination of media forms such as springboards with the help of multimedia tools produces the possibilities of facilitating technological instructions in activities designed in a practical way.

Teachers today must be innovators in the classroom by not necessarily demanding complicated sets of technology tools from the educational institutions they serve, but rather 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 from cyberspace that directs the manipulation of Bloom’s Taxonomy of Learning Revised as Bloom’s Digital Taxonomy by Churches (2007). The integration of this into English language teaching aims to strengthen the ordered thinking skills of learners who begin with remembering, understanding, applying, analyzing, evaluating and creating acquired concepts or knowledge. While these are employed, the technical activities are applied simultaneously.

These suggested activities for students following through a mini biopic of Walt Disney are primarily intended to employ order thinking skills and to elucidate how these sub-skills in each thinking skill order are being manipulated through visualization. , listening, speaking and reading of the students. and writing with the help of appropriate language objectives prescribed by the teacher who acts as facilitator. The learning objectives of these activities are defined by the sub-skills.

1. Remembering

Bookmark the Walt Disney Autobiography URL for easy access. Find the site of the autobiography given to allow previews. Copy or save the passage to a file. Listen and view the passage in a language lab or school study. life List and order important events in the film 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 forms of organizers graphics Label events on the Walt Disney timeline using shapes and figures from Microsoft Word applications Number the events of Walt Disney’s life as they occur in the movie biography while listening to it Cite significant lines of the film’s biography and present them through scanned images, fragments of scenes from the film, sketches or drawings projected on the screen Name important films cited with their promotional posters displayed obtained from the Internet Locate Walt Disney’s trips through projected maps on Google on screen

2. Understanding

Relate dates and events in a PowerPoint presentation Infer through the character’s important dates and events collected with corresponding images downloaded from the Internet Interpret teacher-provided graphic organizer projected on screen Interpret self-constructed graphic organizer displayed on screen Diagram the events through semantic mapping styles Classify the movies cited in the biography through a column chart. Collect important facts to present in a PowerPoint. Summarize the life of Disney through a single paragraph on the screen to deliberate.

3. Apply

Play the Autobiography and present a timeline of your story Use semantic mapping tools to relate concepts in the short film Demonstrate ideas from the film through images or sketches Present the essence of your biography through sketches Present the essence of your life through scanned images obtained from magazines Present your biography through photographs to represent ideas Demonstrate ideas through scanned images for slide shows Trace and sequentially complete the significant events of Disney’s life. Complete and explain a paragraph about the life of Disney that is shown on the screen. Choose an event and present its meaning. Act out some scenes from the film and, at the same time, reproduce the original narration. Build a recorded narrative about the biography.

4. Analyzing

Questioning by formulating a series of questions according to levels or dimensions to obtain details as a whole Sorting the works of Walt Disney according to dates and places Organizing events through PowerPoint presentations Presenting a slide show with the works of Mr. Disney Classifying Disney movies by genre and show some notable scenes Sort Walt Disney movies by years of production Deconstruct Disney’s biography through graphic organizers Link timeline to his produced movies using posters Sort events through a designed timeline or flowchart Outline biography by dates, places, events, and significant works in film

5. Evaluation

Editorialize your life with vignettes for deliberation. Prepare a rubric to be displayed on the board to agree and disagree with the character’s significant events and achievements. Qualify the biography in terms of its technical factors and content. Post some illustrations that allude to the events of his life. story Review past structures that appropriately list events from Disney’s life Justify the advantages of Disney movies through a simulated talk show Review the movie based on a conceptualized list of criteria Poll and monitor the opinions of classmates with About Disney movies. Post still images of Disney characters and caption the images. Reframe the titles of your movies through a projected screen. Revise the film in a pure narrative to convey sequential events.

6.Create

Simulate the life of Disney 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 journals or blogs. Create animations to show some popular Disney movie characters. Write an article about Disney to publish it in the school newspaper or on the Internet. Produce a story by filming some moments from the life of Disney. Compose a speech about his notable works by mixing it with visual and sound effects in the background. Build a talk show about Disney. in a school studio or in the classroom Simulate Disney characters in the classroom by groups with technical effects Construct a narrative summary in written or recorded form Produce theatrical performances about it through a script Monitor opinions about the advantages of their films among classmates class

A stronger insight into the rationale for these suggested tasks can be further explained through an example that is supposed to be the discretion of a teacher of a language program being modeled. Under remembering as lower order thinking skills, students will tabulate events and dates after viewing the mini-biography. This type of activity deals with sub-skills in particular, tabulating and saying what the objectives of the activities further entail and prescribing the proper grammar to be used, such as expressions of time, prepositions, conjunctions, simple past tense verb forms, as well as the skills involved. such as writing, speaking skills engagement, not to mention the visualization and listening skills that have been used above. The additional digital aspects of this lesson are complemented by the use of PowerPoint or Microsoft Word to create outputs facilitated by an external drive where the file has been saved, a computer to enable the file, and a projector to display student work after Search 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 sub-skills, objectives, grammatical approaches, authentic springboard (YouTube mini-biography), macro skills, educational technology tools (website, external drive, computer and projector), and outings. All this mobilizes the possibilities of carrying out these suggested activities.