MINDTAP TAGGING GUIDELINES
In order to help students and faculty assess their development in different areas of language learning skills and stages, we hope to include data in a variety of formats within our programs. More often than ever, departments are using markers such as the 21st Century Skills to assess their curriculum goals. Beyond that, most instructors and departments are attempting to make learning more “real” and useful to students. Bloom’s Taxonomy can be used to track skills development and students are better able to envision how their language courses can help make them life-long learners. Students can begin to grow a deeper appreciation for the courses they are taking. Having this global view of the language learning process can help instructors shape future goals, find weaknesses in the curriculum, provide data that can be used to substantiate course objectives and outcomes, and generally give departments a deeper understanding of their students’ needs.
This format would require that we tag each activity in each program with a strict tagging protocol.
In order to accomplish this, all activities must be tagged on four areas of interest to language instructors and learners:
We hope to be able to use this tagging data to give valuable feedback to instructors and students on progress through the course. For instructors, this information will allow them to see deficiencies in different areas of their course, areas where great progress has been made, , and cultural integration. This information can be at the chapter, course, or program level.
For students, this data will help them understand just how much they are learning, how they are progressing at every level of the course, and areas needing remediation.
In order to help students and faculty assess their development in different areas of language learning skills and stages, we hope to include data in a variety of formats within our programs. More often than ever, departments are using markers such as the 21st Century Skills to assess their curriculum goals. Beyond that, most instructors and departments are attempting to make learning more “real” and useful to students. Bloom’s Taxonomy can be used to track skills development and students are better able to envision how their language courses can help make them life-long learners. Students can begin to grow a deeper appreciation for the courses they are taking. Having this global view of the language learning process can help instructors shape future goals, find weaknesses in the curriculum, provide data that can be used to substantiate course objectives and outcomes, and generally give departments a deeper understanding of their students’ needs.
This format would require that we tag each activity in each program with a strict tagging protocol.
In order to accomplish this, all activities must be tagged on four areas of interest to language instructors and learners:
- Bloom's Taxonomy:
- ACTFL 21st Century Skills Map
- ACTFL 5 Cs
- Chapter Learning Objectives
We hope to be able to use this tagging data to give valuable feedback to instructors and students on progress through the course. For instructors, this information will allow them to see deficiencies in different areas of their course, areas where great progress has been made, , and cultural integration. This information can be at the chapter, course, or program level.
For students, this data will help them understand just how much they are learning, how they are progressing at every level of the course, and areas needing remediation.