Swivl (MMU)

Swivl provides a means of capturing a number of scenarios using a simple technology.  At the MMU it has been  used for:

  •  guest speakers
  • lectures
  • assessment
  • student interviews
  • training sessions and student presentation practice

Swivl comprises of a base, a marker, a recording device and Bluetooth connectivity.  The recording device can be an iPad, phone or camera.  Bluetooth connectivity between the device and the base ensures Swivl follows you as you move around a teaching environment. Mount the device onto the base using a suitable connector and use the marker to record your event.

A training guide is available at:

I am a member of the Swivl Video Pioneers program and aim to be involved in the development of the future developments incorporating Swivl.

Students as Questioners – Blooms Taxanomy

courtesy of Socrative Garden

Students as Questioners – Bloom’s Taxonomy


“An educated person today is someone who knows the right question to ask.”

Recently, I’ve been repeating this Ernest Boyer quote to myself. It encapsulates so much in so few words. Many Socrative posts have focused on how teachers can foster discussions and help facilitate problem based thinking, inquiry and the surfacing of main ideas. Consequently, through modeling and drawing student attention to your questions, they are aware of how and why you are asking particular questions.

It’s time to pass the baton to the students and develop their abilities to ask the high quality questions.

Let’s call on our friend Benjamin Bloom for support.

Bloom’s revised taxonomy is a great asset for making explicit your motivations behind classroom activities, assignments and discussion starters. Furthermore, it helps build a common language and structure within your classroom. As history has shown, this well-known, widely applied scheme filled a void and provided educators with one of the first systematic classifications of the processes of thinking and learning. The cumulative hierarchical framework consisting of six categories each requiring achievement of the prior skill or ability before the next, more complex one, remains easy to understand.

Bloom’s Revised Taxonomy

Blooms Taxanomy

Developing an Understanding of Bloom’s Taxonomy

Socrative Solution: Utilize Short Response (SR), Multiple Choice (MC) and True/False (TF)
Socrative easily allows everyone in your class to ask and answer the questions!
These activities are not designed to be completed in one day or week. While you are exploring various topics throughout the semester you can initiate these ideas to help build your students’ questioning skills and cognitive abilities. Don’t forget to answer the questions!

■Provide an overview of the taxonomy with examples from your classroom. Make explicit the categories you are exploring.
■Have students duplicate or reproduce the question in their own words. Discuss the questions and evaluate them as a class. (SR, vote, TF)
■Ask questions at various cognitive levels and have students identify or classify the level. Students should then justify their reasoning.(SR)
■Create Multiple Choice questions based on the 6 levels and have students identify and select. Review the results as a class and further explore the levels that are causing the most difficulty. (MC)
■In small groups, have students compare and contrast multiple questions. Foster class discussions in which students begin to support and defend their claims. (SR)
■Have students create their own questions for the class. Motivate them to use varying levels. Analyze and critique the questions as a class. (SR, TF)

*These can be done anonymously*