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BLOOM’S TAXONOMY AND UNWRAPPING A STANDARD Using the Iowa Core Curriculum standards to develop daily learning targets.

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Presentation on theme: "BLOOM’S TAXONOMY AND UNWRAPPING A STANDARD Using the Iowa Core Curriculum standards to develop daily learning targets."— Presentation transcript:

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 IOWA CORE STANDARDS HELP ALIGN INSTRUCTION OVER TIME  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.

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 Standard Grade(s) –1011–12 L.3.1f. Ensure subject-verb and pronoun-antecedent agreement. L.3.3a. Choose words and phrases for effect. L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their). L.4.3a. Choose words and phrases to convey ideas precisely. * L.4.3b. Choose punctuation for effect. L.5.1d. Recognize and correct inappropriate shifts in verb tense. L.5.2a. Use punctuation to separate items in a series. † L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person. L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). L.6.1e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. L.6.2a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style. ‡ L.6.3b. Maintain consistency in style and tone. L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers. L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. L.8.1d. Recognize and correct inappropriate shifts in verb voice and mood. L.9–10.1a. Use parallel structure. 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 NOW, LET’S “UNWRAP” A STANDARD  https://www.educateiowa.gov/ https://www.educateiowa.gov/  This website provides the Iowa Core Standards we will use today and you will use in the future.

10 EXAMPLE OF AN IOWA CORE STANDARD  Standard WHST (9 th and 10 th Grade History, Social Studies)  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

11 UNDERLINE THE NOUNS & CIRCLE THE VERBS  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

12 UNWRAPPING THE STANDARD  The underlined nouns = What Students Need to Know  The circled verbs = What Students Need to Be Able to Do

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

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

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

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

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

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 Write student friendly learning targets writing development organization style task purpose audience 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

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 AN EXAMPLE FROM MATH l Locations Spatial relationships Geometry Quadratic equations functions Inequalities plane Specifies Describes Using Graphs I can graph using a table of values. I can identify equations given a graph. I can identify a graph given an equation. 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 Next…Evaluate your learning targets according to Bloom’s Taxonomy writing development organization style task purpose audience 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

25 QUESTIONING TECHNIQUES BASED ON BLOOM’S TAXONOMY

26 HELPFUL VERB CHART FOR WRITING LEARNING TARGETS

27 NORMAN WEBB'S DEPTH OF KNOWLEDGE LEVELSNORMAN WEBB'S DEPTH OF KNOWLEDGE LEVELS CAN BE HELPFUL TO TEACHERS. DEPTH OF KNOWLEDGE (DOK) CATEGORIZES TASKS ACCORDING TO THE COMPLEXITY OF THINKING REQUIRED TO SUCCESSFULLY COMPLETE THEM Slide_19_DOK_Wheel_Slide.pdf 20DOK%20levels% pdf w_depth_of_knowledge/dok_arts.pdf alLearning/DOK/default.htm

28 BLOOM’S DIGITAL TAXONOMY

29 DIGITAL SUGGESTIONS FOR THE LEVELS OF BLOOM’S TAXONOMY

30 Teacher Tap DataAnalysis By Data Evaluation Systems Data Analysis By Data Evaluation Systems Smart Tools Altimeter


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