14 Bloom's Taxonomy Posters For Teachers 14 Brilliant Bloom’s Taxonomy Posters For Teachers by TeachThought Staff Bloom’s Taxonomy is a useful tool for assessment design, but using it only for that function is like using a race car to go to the grocery–a huge waste of potential. In an upcoming post we’re going to look at better use of Bloom’s taxonomy in the classroom, but during research for that post it became interesting how many variations there are of the original work. While a handful of the charts below only show aesthetic changes compared to others, most are concept maps of sorts–with graphic design that signifies extended function (power verbs), detail (clear explanations), or features of some sort (Bloom’s Taxonomy tasks by level). The follow simple, student-centered Bloom’s graphics were created by helloliteracy! The following “Bloom’s pinwheel” comes from Kelly Tenkley and ilearntechnology.com:
Webinars - Patricia Davis Webinar Archives Common Core State Standards Webinars Teaching to the Rigor of the Common Core State Standards Recorded May 13, 2013 This webinar examines the effect of the Common Core State Standards on instructional rigor. Resources Addressing the Role of Text Complexity in the Common Core Recorded April 10, 2013 Are you prepared to teach to the rigors of the Common Core State Standards? This webinar will help prepare teachers to deliver lessons that support the student learning expectations set in the Common Core standards. Participants will Gain an understanding of text-complexity framework (qualitative measures, quantitative measures, and reader and text considerations). Webinar presentation handout (PDF) Archived Webinars ASCD webinars presented by Patti Davis from McREL.
6 Steps To A Flipped Classroom by Josh Corbat, TeachThought Intern Students today are vastly different from when we were in their shoes. We were brought up on the age-old tradition of lecture, practice, and assessment. Lather, rinse, repeat. Think about it. Self-Directed Learning is the new learning. Students in the age of iPads and Google have been doing this since before they could walk. The Flipped Classroom model (or blended learning model, if that is your cup of tea) is based on very simple, logical principles. My advice to the teacher deciding whether or not to take the leap to the Flipped Classroom is just this: If you decide to go for it, there is no turning back. If you’ve made it this far, I’m guessing you’re truly interested in giving this a try. At any rate, here is one approach to flipping your classroom. Step 1: Decide which technology you will use. Low tech or high tech? The videos themselves are not meant to be worthy of the silver screen. There are so many ways you can flip your lectures.
How To Use Bloom’s Taxonomy To Write Learning Outcomes By: Scott Davis Business Analyst, Pearson It is often quite difficult to relate inputs to outcomes in the world of education. Traditionally, much work has been done to develop and provide inputs into the process of education. These inputs, such as a textbook, an assessment, a learning technology or platform, a course, a qualification, a high-stakes test or professional development for teachers are put into the hands of an educational leader, a skillful teacher, or an eager student. And, for all of the investment, expertise, and care that go into their creation, that has typically been where the involvement ends. Rarely has one been able to measure or predict the learning outcomes from using these inputs. If we are going to really understand how we might be impacting student learning we must do two things. It may be difficult to know where to start in writing a student learning outcome. The committee identified three domains of educational activities or learning (Bloom, 1956): Bloom, B.
Appreciating Hemingway: ELA 9-12 Afternoon Session | NTINotebook The Hemingway classic, “The Short Happy Life of Francis Macomber” was center stage during Tuesday’s 9-12 ELA afternoon session. The story illustrated to teachers, coaches and administrators the greater value involved in the process of close, analytic reading. During discussions, it was said that one or two well-chosen short stories that are read deeply would be sufficient to teach a variety of literary techniques. As a bonus, some joked, they have a newfound appreciation for Hemingway. Further conversations centered around the creation of text-dependent questions (TDQs). background knowledge questionshunt and peckscavenger huntuniversal truth“according to the text”too many “one-offs” Just as important was the guide to creating TDQs (soon to appear on EngageNY.org). Participants practiced this skill on the Hemingway story and came up with TDQs of their own. Like this: Like Loading...
Vitamin HB | My Favorite New Coffee Scrub!!! « huda beauty Vitamin HB | My Favorite New Coffee Scrub!!! Sun, 13 Nov 2011 DAILY DOSE | BODYBy Huda Heidi Kattan I know I loooove coffee scrubs (remember my HudaBeauty party with the little coffee scrub giveaways), but this one kind of takes the cake when it comes to pure awesomeness! Ingredients 1 Orange, Peeled 2 Cups Yogurt 2 Tablespoons Coffee Grounds 2 Tablespoons Honey Blend the yogurt, orange and honey together in a blender. Bloom’s Taxonomy & The iPad The iPad – A Device To… Create Despite Steve Jobs having declared the iPad as a device for consuming media, students at Zeeland Public Schools (ZPS) continue to create engaging papers, presentations and multi-media products to demonstrate their deep understanding of the curriculum. Consume Not only are students creating on the iPad, but teachers are generating their own products for their classes to consume. Collaborate & Communicate Collaboration and communication go hand-in-hand, and the 1:1 technology initiative at ZPS fosters these skills. Critical Thinking Metacognition and critical thinking reach new heights as our teachers challenge learners to evaluate their own work, that of their peers, and even that of people in other countries.
Infor.Text Research Nell K. Duke We should not wait to address this problem until students reach late elementary, middle, and high school, when learning from text is a cornerstone of the curriculum. Four strategies can help teachers improve K-3 students' comprehension of informational text. Teachers should: Increase students' access to informational text. Increase Access Chances are that your personal bookshelves, magazine racks, and Web site bookmarks are replete with informational text. Young students need to learn about the range of purposes that text can serve (Duke, 2003). When teachers include informational text in the classroom, they also expand opportunities for home-school connections that support literacy (Duke & Purcell-Gates, 2003). Increased access to informational text can also better motivate the many students who prefer this kind of text or who have strong interests in the topics addressed in such text (Caswell & Duke, 1998; Jobe & Dayton-Sakari, 2002). Increase Time References Caswell, L.
Bloom’s Taxonomy Re-imagine & Digital Blooms: different ways to approach learning I’ve long been a fan of Bloom’s Taxonomy…not necessarily for all the ways it has been pushed into different fads throughout the years, but instead for the way that it helps me (and my students) think about the learning process. It helps me approach the learning process in a more holistic way, ensuring that I don’t camp out in one way of thinking and evidencing learning for too long. I think it is human nature to get excited about one way of thinking and suddenly everything we do falls into that. A few years ago, I created some different versions of Bloom’s Taxonomy for my students. You will notice that my images don’t have the traditional Bloom’s pyramid. Are you looking for the full-size poster version of these images? And the digital version: Breakdown of the digital taxonomy with links: Remember: BBC Skillwise- Spelling City- Starfall- Discovery Streaming- Understand: Apply:
ReadRank Index By Alan Jacobson, Editor & Publisher TweenTribune & TeenTribune he Common Core identified six computer-based tools for measuring text complexity. The authors said: “Because of the limits of each of the tools, new or improved ones are needed quickly if text complexity is to be used effectively in the classroom and curriculum.” Why the urgency? Because education is making increasing use of technology – some of which is unreliable. For instance: Computer-based text analyzers do not parse the true meaning of words, so some novels with adult themes, like The Catcher in the Rye, get 3rd grade scores. But this is the real problem that proponents of analyzers refuse to address: Very similar passages can generate very different results when measured by some analyzers, including The Lexile® Framework for Reading. If you want to confirm our results, just copy and paste each of the six examples (one at a time) into the window, below. 1. 2. Post a comment, below, or contact us.
Bloomin' Apps This page gathers all of the Bloomin' Apps projects in one place.Each image has clickable hotspots and includes suggestions for iPad, Android, Google and online tools and applications to support each of the levels of Bloom's Revised Taxonomy.I have created a page to allow you to share your favorite online tool, iOS, or Android app with others. Cogs of the Cognitive Processes I began to think about the triangular shape of Bloom's Taxonomy and realized I thought of it a bit differently.Since the cognitive processes are meant to be used when necessary, and any learner goes in and out of the each level as they acquire new content and turn it into knowledge, I created a different type of image that showcased my thoughts about Bloom's more meaningfully.Here is my visual which showcases the interlocking nature of the cognitive processes or, simply, the "Cogs of the Cognitive Processes". IPAD APPS TO SUPPORT BLOOM'S REVISED TAXONOMYassembled by Kathy Schrock Bloom's and SAMR: My thoughts
Developing Cognitive Competence: Learning the Skills of Argument | Rabbi Shmuly Yanklowitz Earlier I shared an educational problem that scholars have described as a crisis in poor critical thinking training found in American schools today. We must still better appreciate the value of an argument-skills curriculum. Over the last 20 years, there has been an increased interest in the study of the skills required for argument. Humans have the unique capacity for reason like no other living creatures and many scholars have claimed that the primary function of reasoning is argumentative (Sperber, 2000a; 2001; Billig, 1996; Dessalles, 2007; Kuhn, 1992; Perelman & Olbrechts-Tyteca, 1969). Argumentation has been investigated from within a large range of subjects: juror reasoning (Pennington & Hastie, 1992; Kuhn, Flaton and Weinstock, 1994), political science (Finlayson, 2004), economics (Voss, Blais, Means, Greene and Ahwesh, 1986), moral thinking (Anderson et al., 2001; Narvaez, 2001) and media analysis (Limon and Kazoleas, 2005). This is the key for our future.
Take Action: Verbs That Define Bloom’s Taxonomy Bloom’s Taxonomy gets an active makeover in this infographic, which provides a way to think about how the actions involved in a class assignment might be categorized in the schema. Mia MacMeekin made this and many other interesting infographics, which can be found on her website, An Ethical Island. Check out the original link to the infographic. Katrina Schwartz Katrina Schwartz is a journalist based in San Francisco. Lexile Level Is NOT Text Complexity CCSS.R.10 | Resource - Full This Tweet from #tcrwp (Teachers College Reading and Writing Project) on August 15th caught my eye. A quick glance at the twitter stream confirmed that it came from Stephanie Harvey’s keynote (sigh of envy across the miles). @amandalah: Careful of lexile: Harry potter, old man & the sea &Alexander & the horrible no good very bad day. All similar lexile. Hmmm. . . Was I interested? Did I independently check? Those three books are typically read by readers at these levels: Alexander and the Horrible, Terrible, Very Bad, No Good Day – primary gradesHarry Potter – upper elementary gradesOld Man and the Sea – high school But yet they all three have similar lexile levels! The initial connection to Stephanie Harvey was further confirmed in Twitterverse later: So what is a lexile? The Lexile Framework® for Reading claims to measure a student’s reading ability based on actual assessment, rather than a generalized age or grade level. What examples of “Out of Whack Lexiles” have you found?