bloom’s taxonomy practice...essential question: how can you elevate and deepen learning? essential...
TRANSCRIPT
Bloom’s Taxonomy Practice
Essential Question: How can you elevate and deepen learning?
Essential Understanding:
There are different levels of learning. The way you ask a question changes the quality
of the outcome. .
Students will know: ü The different level of Bloom’s
taxonomy. ü Levels of learning can be looked at in
6 levels.
Students will be able to: ü Know the following terms:
Remembering, Understanding, Applying, Analyzing, Synthesizing and creaHng.
Terms of Use &
Technology Side Note
Terms of Use: Thank you so much for purchasing this product I have worked a long Hme on it. I hope your students enjoy it as much as mine do. I do request that you only use this for your students alone. If others would like it please send them to my site hLp://www.teacherspayteachers.com/Store/Ms-‐Furnas-‐At-‐Chubby-‐Bunnys-‐Ink or pay the licensing fee. I request that you do not post these online or represent them as your own. I look forward to your conHnued support Technology required: In my classroom we use two different free web based programs-‐ www.Edmodo.com and www.Reminder101.com. The first, Edmodo, is like Facebook for the classroom. The site is completely secure. Students cannot friend each other online, instead you control everything. You, the teacher create groups and the students log in (no email necessary) and when they create a student account they plug in your class code. When they log in they are given a parent code for their parents to see what they add and to have access to the resources you post. It is on this site that I keep their calendar, and have them turn in all e-‐assignments. There are mulHple benefits of having a class site. First, when they are turning in assignments on Edmodo is the site keeps classes or groups separate making it super easy to enter grades. Second, it gives them a safe forum that you can monitor for them to collaborate and share ideas. The students update a “status” and can ask quesHons or post comments, pictures, video links, arHcles whatever you are wanHng them to discuss. The site has a huge library of ‘How to videos’ for teachers and parents. hLps://support.edmodo.com/home#teacher Reminder101 is a one way text message. You give students and parents a code they text the number and enter the code. Then when you have upcoming events, or updates you want to send out you enter it on the website and they get a text that they can’t respond to. Thank you, V. Furnas
Note to Teacher
Baby Genius start off the school year showing my students a video of a “baby genius.” You know the toddlers who can recite presidents in order or know the leaders of all the nations. We discuss as a class if that means the child is a “genius?” Discussion Questions: • What makes a genius? • If there are different types of learning are there different levels of learning? • How are the different levels reflected? (Like with questions) • How could that video have shown that the “Baby Genius” really was a genius? Question Set Match Team up students into teams of 3-4. Copy the packet of Question Set and cut them into strips. Put the strips into a baggie. Each table gets a set of questions. Explain to the students that they need to sort the questions into six categories based on the level of question. Give them the labels too and let them use them to help. Walk around and monitor offering hints as you go. (The key is included.) Discussion Questions: • What surprised you about the question stems? • Which two groups were the most difficult to differentiate between? • Why do you think knowing about the different levels of learning is important? Interactive Spiral Reference Located in Teacher resources is a two page chart that I give students to add to their reference section of their interactive spiral. I use it for discussions and when they are needing to ask question for projects. Copyright © V.Furnas at Chubby Bunny’s Ink
Student Handouts
Question Sets Match
What would happen if?
What change would you make to solve?
Can you predict?
Can you invent?
Why was this beLer than that?
Why do you agree or disagree?
What choice would you have made?
How would you improve this?
What are the parts of this?
What are the consequences of this?
How would you categorize?
Compare this with that?
Why is this significant?
How is this an example of that?
What examples can you find?
What approach would you use?
How would you restate this?
What is the sequence of events?
Explain what is happening?
What is the main idea?
List three examples.
Define this word.
Select the correct answer.
Can you recall?
The Levels of Blooms
CreaHng
EvaluaHng
Analyzing
Applying
Understanding
Remembering
Teacher Resources
Bloom’s Taxonomy Ques6on Set Match Key
Bloom’s Level Ques6ons
Crea6ng Can you invent? Can you predict? What would happen if? What change would you make to solve?
Synthesis How would you improve this? What choice would you have made? Why is this beLer than that? Why do you agree or disagree?
Analyzing How would you categorize What ate the consequences? What are the parts of this? Compare this with that?
Applying What approach would you use? What examples can you find? How is this an example of that? Why is this significant?
Understanding What is the main idea? What is happening? What is the sequences of events? How would you restate this?
Remembering Can you recall? Select the correct answer? Define the word List three examples
Bloom’s Taxonomy�Bloom’s Levels Verbs Ques6on stems
CreaHng Choose, combine, compose, construct, create, design, develop, do, formulate, hypothesize, invent, make, make up, originate, organize, plan, produce, role play
How would you test Propose an alternaHve Solve the following How else would you State a rule
EvaluaHng Appraise, judge, criHcize, defend, compare
What fallacies/consistencies? Which is more important/moral/beLer/logical/valid/appropriate? Find the error
Analyzing Analyze, categorize, classify, compare, differenHate, disHnguish, idenHfy, infer, point out, select, subdivide, survey
What is the funcHon of What’s fact/opinion? What assumpHons What statement is relevant What moHve is there Related to, extraneous to not applicable What conclusions? What does the author believe? Make a disHncHon State the point of view What ideas apply?
Bloom’s Taxonomy�Bloom’s Levels Verbs Ques6on stems
Applying Apply, choose, dramaHze, explain, generalize, judge, organize, paint, prepare, produce, select, show, sketch, use
Predict what would happen if? Choose the best statements that apply Judge the effects What would result Tell what would happen Tell how much change there would be IdenHfy the results of
Understanding Classify, defend, demonstrate, disHnguish, explain, express, extend, give examples, illustrate, indicate, interrelate, interpret, infer, judge, match, paraphrase, represent, restate, rewrite, select, show, summarize, tell and translate
State in your own words Which are facts? What does this mean? Is this the same as… Give an example Select the best definiHon Condense this paragraph What would happen if… State in one word… Explain what is happening… What expectaHons are there? Read the graph/table Which statements support?
Remembering Choose, describe, define, idenHfy, lable, list, locate, match, memorize, name, omit, recite, recognize, select, state
Who? Where? Which one? What? How? What is the best one? What does it mean?
Art Credits
Ar6st Logo Website Thank you for…
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The wavy lengths backgrounds on the cover.
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The dot medallion on the cover.
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All of the doLed backgrounds.
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Provided the blue medallion on the cover, the green chevron on the skills, and the medallion on the technology note