1 / 10

Bloom’s, HOTS, SCC

Bloom’s, HOTS, SCC. Waukee High School February 12, 2010 . Sharing. Partner with someone in a different content area. Discuss Changes in your lesson Why version two is better Implications for your classroom Connections to inference Share with large group One important insight.

dugan
Download Presentation

Bloom’s, HOTS, SCC

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Bloom’s, HOTS, SCC Waukee High School February 12, 2010

  2. Sharing • Partner with someone in a different content area. • Discuss • Changes in your lesson • Why version two is better • Implications for your classroom • Connections to inference • Share with large group • One important insight

  3. Revision At-a-Glance

  4. Review • Bloom’s cognitive levels chart and key words handout • How will viewing your lessons through the lens of Bloom’s Taxonomy change learning for your students?

  5. Student Centered Classrooms • Number off to form groups • Split group – half consider students; half consider teachers • Read the SCC brief found on the WHS Inference Wiki • With your group, discuss what one would observe teachers and students doing and saying in a student-centered classroom. • Record on left side of appropriate T-chart

  6. Step Two • View Sarah Brown-Wessling Grant Proposal Project video through the lens of your group’s focus (teacher or student) • Individually record what Sarah and her students do that exemplify the teacher/student actions on your group’s T-chart • Share as a group and record in the right hand column of the chart • Combine teacher and student groups and discuss

  7. Grant Proposal Project

  8. Reflecting • What do you do that supports a student-centered classroom? What is the evidence? • How do the characteristics and actions in a student centered classroom connect to higher order thinking? • In what professional development have you engaged that supports student-centered classrooms? Explain the connections between this professional development and student-centered classrooms. What changes have occurred in classroom instruction as a result of this work?

  9. Step Three • Make connections between notes and the teacher/student actions identified on the T-chart • Team members share their connections with the table group and record them on the concept map. • Look for common connections that were made by table group members. Be prepared to share these connections with the whole group.

  10. Magnet Summary • Sheet of paper folded in fourths • Write “student centered classrooms” in the middle • In each corner write an important word or phrase connecting SCC to HOT • Across the bottom write a short summary statement • Find a partner and share

More Related