Transcript Blooming Menus - TAG Cluster Teachers

Blooming Menus
Bloom’s Taxonomy: Theory into Practice
Tricia Smith
June 10th, 2010
Agenda
8:30-8:50
Welcome, Introductions,
Workshop Objectives
8:50-9:20
Bloom’s Taxonomy Overview
9:20- 9:45
Connecting Bloom’s Cognitive
Processes to TEKS
9:45 – 10:00
Break
10:00-11:30
Menus: From Creation to
Assessment
11:30-12:30
Lunch
12:30-1:00
Wiki Overview
1:00-3:30
Menu Creation and
Collaboration
Workshop Objectives
• Understand the levels and practical applications
of Bloom’s Taxonomy
• Collaborate with colleagues to create concept
menus that emphasize higher level thinking
skills
• Post a variety of completed menus or potential
menu ideas to TAG Cluster Teacher Wiki.
http://tagclusterteachers.wikispaces.com/
If you don’t have a current wiki account please
visit http://www.wikispaces.com to set one up.
Intro to Bloom
• In 1956, Benjamin Bloom headed a
group of educational psychologists
who developed a classification of
levels of intellectual behavior
important in learning. This became a
taxonomy including three
overlapping domains:
 Cognitive (knowledge)
 Affective (attitude)
 Psychomotor (physical skills)
Cognitive
• Cognitive learning is demonstrated by knowledge recall
and the intellectual skills: comprehending information,
organizing ideas, analyzing and synthesizing data,
applying knowledge, choosing among alternatives in
problem-solving, and evaluating ideas or actions.
• Bloom identified six levels within the cognitive domain,
from the simple recall or recognition of facts, as the
lowest level, through increasingly more complex and
abstract mental levels, to the highest order which was
classified as evaluation.
Affective and Psychomotor
• The affective domain (Krathwohl, Bloom, Masia, 1973)
includes the manner in which we deal with things
emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes. The five major
categories are listed from the simplest behavior to the
most complex:
• Psychomotor learning is demonstrated by physical
skills; coordination, dexterity, manipulation, grace,
strength, speed; actions which demonstrate the fine
motor skills such as use of precision instruments or tools,
or actions which evidence gross motor skills such as the
use of the body in dance or athletic performance.
• http://www.nwlink.com/~donclark/hrd/bloom.html
Original Bloom’s Taxonomy
Higher
Thought
Processes
Original Bloom’s
Taxonomy
Lower
Thought
Processes
Revised Bloom’s Taxonomy
During the 1990's a new group of cognitive psychologist, lead by Lorin
Anderson (a former student of Bloom's), updated the taxonomy to
reflect relevance to 21st century work.
Note the change from Nouns to Verbs to describe the different levels of
the taxonomy.
Original Bloom’s
Taxonomy
Revised Bloom’s
Taxonomy
Cognitive Processes
•
Remembering: Memorizing and repeating
information verbatim
Lower
Thought
Processes
• List
• State
• Understanding: Demonstrating understanding
of terms and concepts
• Explain in your own words
• Interpret
•
Applying: Applying learned information to
solve a problem
• Calculate
• Solve
Higher
Thought
Processes
Cognitive Processes
• Analyzing: Breaking things down into their
elements, formulating theoretical explanations or
mathematical or logical models for observed
phenomena
Lower
Thought
Processes
• Derive
• Explain
• Evaluating: Making and justifying value
judgments or selections from among alternatives
• Determine
• Select
• Critique
• Creating: Creating something, combining
elements in novel ways
• Formulate
• Make up
• Design
Higher
Thought
Processes
Bloom’s TEKSonomy
Creating
construct,
create, develop,
express,
generate,
hypothesize,
plan, produce
Evaluating
critique, detect,
evaluate,
review
Analyzing
analyze,
connect,
determine,
differentiate,
distinguishing
between,
incorporate,
justify,
organize,
compare
Applying
Understanding
Remembering
apply,
demonstrate,
engage,
implement,
show, solve,
use
clarify,
communicate,
compare,
describe,
explain,
generalize,
illustrate, infer,
interpret,
model, relate,
represent,
translate,
distinguish
between
identify, recall,
recite,
recognize,
retell, select, list
Multiplication and Division
Make 3 in a row, Tic-Tac-Toe going horizontally or vertically.
Do You Need a Doggie Bag?
÷ X board game
Design a board game that can be
played in class. Your game needs to be
an educational game about
multiplication and division. You need
to have:
 Instructions on how to play
 Name your game
 The rest is up to you! You are
the creator!
How Long? How Many?
Players: 2 or more
Materials: Graph Paper, Markers, two
dice, one marker.
Directions: Roll both dice. The numbers
you roll become the factors for your
array. Create the array on your graph
paper. Write the multiplication equation
for that array in the center of the array.
The game is over when one of the
players can’t place an array because
there is no more room on the grid. Figure
out how many of your squares are
covered and how many are uncovered.
The player with the most squares
covered wins.
Rounds: You will need to play two
rounds.
Going Digital
Get a laptop and log on to Pearson
Success Link through the TvES
homepage. Complete the “Going
Digital” activities listed below.
Pg 105 Use Multiplication to Divide
Pg 123 Multiplying with Mental
Math
Pg 189 Division Patterns
“For one # to be evenly divisible by another
means that it can be divided by it with no
leftovers; the remainder is zero.”
Randomly pick 10 numbers that range from 3 –
6 digits. Pick a divisibility rule to use and write
it on your bag. Decorate the outside of your
bag with the numbers that are divisible by the
# you chose and prove it. Decorate the inside
of your bag with the numbers that have
leftovers.
Check Mrs. Smith’s website for the “Divisibility
Rules” to help you.
Multiplication Chart
Create a multiplication
chart that shows all of the
facts 1-12.
Analyze the chart to figure
out how the multiplication
chart could double as a
division chart.
Write a paragraph to justify
your answer. Include an
example in your paragraph.
You Decide!
Submit a proposal form to Mrs. Smith
for approval.
Multiplication in Seconds
To do this activity, you need to
commit to it for two full weeks. You
will need to have 10 daily rewards to
turn in.
Visit Mrs. Smith’s website. Find the
“Links” page. Find “Multiplication in
Seconds.” Click “Mixed” to change the
word on the chalkboard to say
“mixed.” Click “Start.”
Print of your daily reward.
After you have 10 rewards, you will
graph your results. See Mrs. Smith.
Factor House
Find all of the factors for an even number
that is larger than 30. Create a Factor
House that shows one factor on the
outside of the window and its factor
partner on the inside. Write the product
of all of these factors on the door. “The
House of ____”
Multiple Mansion
Select any numeral between 3 and 12.
Find at least 25 multiples of the numeral
you select. Create a mansion to illustrate
the multiples by making each multiple a
window to yet another room in the
mansion. Write your factor on the door.
General Contractor
You are building a house. Each room
in our house needs to be an array.
Your house must have:
at least 3 bedrooms, 2 bathrooms, a
kitchen, an office, a living room, and a
dining room. You can add extra rooms
if you have the space.
Calculate the area for each room. Find
the sum of all areas.
The total area of your house needs to
be between 1,900 and 2,000 square
feet.
Objective to Outcome
4th Grade Geometry TEKSonomy
Blooms
Level
1
Knowledge/
Remembering
TEKS Objective
4.8A
identify right, acute, and obtuse angles
4.8B
identify models of parallel and perpendicular lines
4.10
recognizes the connection between numbers and points on a
number line. The student is expected to locate and name points on
a number line using whole numbers, fractions such as halves and
fourths, and decimals such as tenths
4.8C
describe shapes and solids in terms of vertices, edges, and faces
2
Comprehension/
Understanding
3
Application/
Applying
4.9A
demonstrate translations, reflections, and rotations using concrete
models
4.9B
use translations, reflections, and rotations to verify that two shapes
are congruent
4.9C
use reflections to verify that a shape has symmetry
Menu Activities and
Corresponding Bloom's Level
Sketch Artist - 3: Pick a spot around the
school to sit and sketch geometric art.
They will outline the geometric concepts
with sharpie and label the part.
Picture Dictionary - 3: Create a picture
dictionary that illustrates geometric
concepts
What's My Rule - 4: Sort shapes using a
tri-venn diagram. Have others guess rule.
Geometric Nets - 4: Determine 3-D solid
based on the net. Fold to see if correct.
Geometric Nets - 5/6: Design a geometric
net unlike any you have seen for a
pyramid or prism.
Court Case - 5/6: Have pairs write
arguments that support one of the
following: A cone is or isn't classified
correctly and should be a member of the
pyramid family.
Performance Art - 5/6: Students write a
performance art piece that illustrates each
of the geometric concepts in a creative
way.
MENUS: FROM CREATION
TO ASSESSMENT
What is an Extension
Menu?
An extension menu is an
array of independent
learning activities
presented in a ‘choice’ or
‘menu’ format to provide
students with options for
extending or enriching the
essential curriculum.
Why Use Extension
Menus?
• Enrich or extend the essential curriculum
• Minimizes Glass Ceiling (invisible barrier
that limits what students are allowed to
learn)
• Provide alternative activities that address
the differing abilities, interests, or learning
styles of all students
• Allow choice
Why Use Extension
Menus?
• To differentiate the learning experience for
gifted students, we adjust the content, the
learning processes, the types of products
that are created, and the learning
environment through different expectations,
places to do their work, and assessment
practices.
Winebrenner, Susan. Teaching Strategies for Gifted Students.
http://www.susanwinebrenner.com/handouts.html
Pros
Cons
Strategy spans all curricular
areas
Can target specific learning
activities for an individual
student or small group
Time consuming planning
process
Allows student choice as well as
challenge
The creation of multiple choices
to accomplish same objective
Students’ choices reveal their
interests, abilities and learning
styles
Promotes higher level thinking
skills
Must allow time for menu work
Encourages the development of
independent thinking
Easily adaptable for tiered
activities
Grading is more subjective and
time consuming
Classroom Uses of
Extension Menus
• Anchoring activity (defined by Carol
Ann Tomlinson as, “meaningful work
done individually and silently”) especially
when children first begin a class or when
they finish assigned work
• Culminating activity (performance
assessment)
• Follow-up activity
Learning center
Independent activity
Homework
Kinds of Menus
•
“Menu”: Appetizers, Main Dish (levels 1-2), Side
Dishes (levels 3-4), and Desserts (levels 5-6)
•
Tic-Tac-Toe or Think Tac Toe
•
List Menu
•
2-5-8 Menu
•
Baseball
•
Game Show Menu
•
Choice Board
•
Learning Contracts
•
Menu Templates
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Over six TEKS
x
x
x
x
x
Up to six TEKS (minimal lessons)
Six Weeks - Quarter
x
Three - six TEKS
One Week
Tic-Tac-Toe
List Menu
2 - 5 - 8 Menu
Baseball
Gameshow
Choice Board
Up to 3 TEKS
One Day
x
x
x
x
x
Menu Type
Number of TEKS/topics
One Topic in Great Depth
High (over 30 min)
x
x
x
Year Long
Completion Time
Semester
Prep Time
Minimal (5-10 min)
Menu Considerations
x
x
Laurie Westphal, 2007 Handouts from Meaningful Menus for Creating choice in your
Classroom! Workshop
Assessment
• General Grading Rubric (attachment below)
 Supplement to General Rubric
• Completed on time or by compromised extension
date
• Daily Project Log Completion
 Create your own rubric at Rubistar
 Rubric Ideas at Practical Assessment, Research,
and Evaluation
USING BLOOM TO
CREATE MENUS
Bloom-based Verb Wheel
Objectives, Activities, & Assessments
Level
Level
Attributes
Keywords
Example
Objective
Example Activity
Example
Assessment
1: Knowledge
Rote
memorization,
recognition, or
recall of facts.
list, recite,
define, name,
match, quote,
recall, identify,
label,
recognize
“By the end of this
course, the student
will be able to recite
Newton’s three
laws of motion.”
Have students group
up and perform simple
experiments to the
class showing how
one of the laws of
motion works.
Use the following
question on an
exam or
homework. “Recite
Newton’s three
laws of motion.”
Understanding
what the facts
mean.
describe,
explain,
paraphrase,
restate, give
original
examples of,
summarize,
interpret,
discuss
“By the end of this
course, the student
will be able to
explain Newton’s
three laws of
motion in his/her
own words.”
Group students into
pairs and have each
pair think of words that
describe motion. After
a few minutes, ask
pairs to volunteer
some of their
descriptions and write
these descriptions on
the board.
Assign the
students to write a
simple essay that
explains what
Newton’s laws of
motion mean in
his/her own words.
After presenting the
kinetic energy
“By the end of this
equation in class, have
course, the student
the students pair off for
will be able to
just a few minutes and
calculate the kinetic
practice using it so that
energy of a
they feel comfortable
projectile.”
with it before being
assessed.
On a test, define a
projectile and ask
the students to
“Calculate the
kinetic energy of
the projectile.”
2: Comprehension
3: Application
calculate,
predict, apply,
Correct use of solve,
the facts, rules, illustrate, use,
or ideas.
demonstrate,
determine,
model
http://teaching.uncc.edu/resources/best-practice-articles/goals-objectives/objectives-using-bloom
Objectives, Activities, & Assessments
Level
4: Analysis
5: Synthesis
Level
Attributes
Keywords
Example
Objective
Example Activity
Example
Assessment
“By the end of
this course, the
student will be
able to
differentiate
between
potential and
kinetic energy.”
Present the students
with different situations
involving energy and
ask the students to
categorize the energy
as either kinetic or
potential then have
them explain in detail
why they categorized it
the way they did, thus
breaking down what
exactly makes up kinetic
and potential energy.
Give the students
an assignment
that asks them
outline the basic
principles of
kinetic and
potential energy.
Ask them to point
out the
differences
between the two
as well as how
they are related.
Tie each lecture or
discussion to the
previous lectures or
discussions before it,
thus helping the
students assemble all
the discreet classroom
sessions into a unified
topic or theory.
Give the students
a project in which
they must design
an original
homework
problem dealing
with the principle
of conservation of
energy.
Breaking down
information into
component
parts.
classify, outline,
break down,
categorize,
analyze,
diagram,
illustrate
Combining
parts to make a
new whole.
By the end of this
section of the
design,
course, the
formulate, build, student will be
invent, create,
able to design an
compose,
original
generate,
homework
derive, modify,
problem dealing
develop
with the principle
of conservation
of energy.”
http://teaching.uncc.edu/resources/best-practice-articles/goals-objectives/objectives-using-bloom
Objectives, Activities, & Assessments
Level
Level
Attributes
6: Evaluation
“By the end of the
course, the
student will be
choose, support, able to determine
relate, determine, whether using
Judging the
defend, judge,
conservation of
value or worth
grade, compare, energy or
of information or contrast, argue,
conservation of
ideas.
justify, support,
momentum would
convince, select, be more
evaluate
appropriate
forsolving a
dynamics
problem.”
Keywords
Example
Objective
Example
Activity
Example
Assessment
Have different
groups of
students solve
the same
problem using
different
methods, then
have each group
present the pros
and cons of the
method they
chose.
On a test,
describe a
dynamic system
and ask the
students which
method they
would use to
solve the problem
and why.
http://teaching.uncc.edu/resources/best-practice-articles/goals-objectives/objectives-using-bloom