Bloom’s Taxonomy and Unwrapping a standard

1. Bloom’s Taxonomy and Unwrapping a standard Using the Iowa Core Curriculum standards to develop daily learning targets

2. The Standards define what all students are expected to know and be able to do, not how teachers should teach.

3. Why is unwrapping the standards important? Unwrapping the standards helps us, as teachers, to put into words EXACTLY what we want our students to know and EXACTLY what we want our students to be able to do.

4. The Standards use individual grade levels in kindergarten through grade 8 to provide useful specificity; the Standards use two-year bands in grades 9–12 to allow schools, districts, and states flexibility in high school course design. The Iowa Core Standards Help Align instruction over time

5. What is a standard? A learning target? Standard Definition: What we want students to be able to know and do at the end of any given time. Standards are provided by the state and derived from the National Standards. Learning Target Definition: These are statements of intended learning based on the standards. Learning targets are in student friendly language and are specific to the lesson for the day and directly connected to assessment. .

6. Example of a Standard vs. Learning Targets Science Standard: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. Science Learning Targets: (Scaffold for differentiation) I can draw a labeled diagram illustrating the steps of mitosis. I can create a three dimensional model illustrating the steps of mitosis. I can create a computer animation illustrating the steps of mitosis.

7. The Next Slide gives an example of alignment, K-12 This example is from Language Arts

8. Language Progressive Skills, by Grade The following skills, marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

9. https://www.educateiowa.gov/ • This website provides the Iowa Core Standards we will use today and you will use in the future. Now, Let’s “UnWRAP” a standard

10. Standard WHST.9-10.4 (9th and 10th Grade History, Social Studies) • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Example of aN Iowa Core Standard

11. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Underline the nouns & circle the verbs

12. The underlined nouns = What Students Need to Know • The circled verbs = What Students Need to Be Able to Do UnWrapping the Standard

13. What we want them to know are CONCEPTS. What we want them to do are SKILLS.

14. writing development organization style task purpose audience List the nouns (these are the concepts being taught)

15. Produce clear and coherent writing in which the development, organization, and style are [appropriate to task, purpose, and audience.] Note any criteria for the assignment. (the words in brackets above)

16. writing development organization style task purpose audience Take note of content vocabulary writing, development, organization, style, task, purpose, audience

17. Produce writing development organization style task purpose audience List verbs. These are the skills and/or tasks the students should be able to do. writing, development, organization, style, task, purpose, audience

18. Write Student Learning Targets in the following Student Friendly format (I Can…) I can develop ideas, details, and/or evidence for a specific writing task, based on the purpose and audience. (SYNTHESIS, CREATE) I can organize my writing based on a specific task, purpose, and audience. (SYNTHESIS, EVALUATING) I can determine and use appropriate writing style and structure (e.g., diction, voice, sentence structure) based on the specific task, purpose, and audience. (ANALYSIS, APPLY)

19. Produce writing development organization style task purpose audience II can organize my writing based on a specific task, purpose, and audience.my writing based on a specific task, purpose, and Write student friendly learning targets writing, development, organization, style, task, purpose, audience

20. Student Products The learner will produce clear and coherent writing on a variety of topics using organization and style appropriate to task, purpose, and audience.

21. Locations Spatial relationships Geometry Quadratic equations functions Inequalities plane I can graph using a table of values. I can identify equations given a graph. I can identify a graph given an equation. Specifies Describes Using Graphs  l  An Example from math equations, graph, values, geometry, functions, inequalities, plane, spatial

22. S3.0 The student will demonstrate an understanding of geometry. Specifies locations and describes spatial relationships using coordinate geometry B 3.1Graphs quadratic equations/functions and inequalities on a coordinate plane Examples of learning targets in student friendly language: I can graph using a table of values. (Applying) I can identify equations given a graph. (Understanding) I can identify a graph given an equation. (Understanding)

23. Use Bloom’s Taxonomy To help write your Learning Targets

24. Produce writing development organization style task purpose audience II can organize my writing based on a specific task, purpose, and audience.my writing based on a specific task, purpose, and     Next…Evaluate your learning targets according to Bloom’s Taxonomy writing, development, organization, style, task, purpose, audience

25. Questioning Techniques Based on Bloom’s Taxonomy

26. Helpful Verb Chart for Writing Learning Targets

27. Norman Webb's Depth of Knowledge Levelscan Be helpful to teachers. Depth of Knowledge (DoK) categorizes tasks according to the complexity of thinking required to successfully complete them http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf http://facstaff.wcer.wisc.edu/normw/All%20content%20areas%20%20DOK%20levels%2032802.pdf http://www.stancoe.org/SCOE/iss/common_core/overview/overview_depth_of_knowledge/dok_arts.pdf http://svesd.net/files/DOK_Question_Stems.pdf http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/DOK/default.htm

28. Bloom’s Digital Taxonomy

29. Digital suggestions for the Levels of Bloom’s Taxonomy

30. Teacher Tap Data Analysis By Data Evaluation Systems Smart Tools DataAnalysis By Data Evaluation Systems Altimeter Digital suggestions for the Levels of Bloom’s Taxonomy