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Bloom’s Taxonomy Exploring HOT

Bloom’s Taxonomy Exploring HOT. Norwalk Middle School/Eastview October 20, 2010. Welcome to Professional Learning!. Bloom’s KUD. K now 6 levels of Bloom’s Revised Taxonomy U nderstand Achieving complexity in questions and tasks is essential to deeper, more durable student learning. D o

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Bloom’s Taxonomy Exploring HOT

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  1. Bloom’s TaxonomyExploring HOT Norwalk Middle School/Eastview October 20, 2010

  2. Welcome to Professional Learning!

  3. Bloom’s KUD Know • 6 levels of Bloom’s Revised Taxonomy Understand • Achieving complexity in questions and tasks is essential to deeper, more durable student learning. Do • Identify Bloom’s levels in an instructional sequence

  4. On a Sticky Note… • Jot down two of the best questions you’ve asked your students this week. • Set aside.

  5. Discuss at your table… • What makes a question “good”? • What would you see and hear in a classroom where teachers and students are engaged in higher-order questioning? • What would happen to student learning if teachers and students asked effective higher-order questions? (Think about ALL students including all subgroups.) Be prepared to share with the large group.

  6. What are the 6 levels of Bloom’s? Can you put them in order - low to high?

  7. Create Remember Understand Evaluate Apply Analyze

  8. Revision At-a-Glance

  9. Revisiting the Discussion • What makes a question “good”? • What would you see and hear in a classroom where teachers and students are engaged in higher-order questioning? • What would happen to student learning if teachers and students asked effective higher-order questions? (Think about ALL students including all subgroups.)

  10. Bloom’s in Action • View the video • Use the revised Peer Observation sheet to identify different levels of Bloom’s questioning • Discuss with a partner

  11. Revisit Your Questions • Based on the characteristics of a “good” question and Bloom’s Taxonomy, determine if you asked good, higher-order questions. • Using these questions as a basis, create a better version of each.

  12. Web Resources • http://social.chass.ncsu.edu/slatta/hi216/learning/bloom.htm • This site provides an overview and graphic of Bloom’s Revised Taxonomy. • http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm • This is a site rich in Bloom’s Revised Taxonomy examples across subject areas. Many of the handouts you’ve seen today came from this site. • http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm • This site offers a side-by-side comparison of the original and revised versions of Bloom’s Taxonomy.

  13. Reflect • How will using Bloom’s Taxonomy help focus your peer observations and improve your instruction? • How does today’s learning connect to Iowa Core and/or other practices in which you engage?

  14. http://maryschmidt.pbworks.com PowerPoint and video

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