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A Framework for Thinking Gail Holmes NCDPI - EOL Ouida Myers Instructional Technology Region 5 Consultant.

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Presentation on theme: "A Framework for Thinking Gail Holmes NCDPI - EOL Ouida Myers Instructional Technology Region 5 Consultant."— Presentation transcript:

1 A Framework for Thinking Gail Holmes NCDPI - EOL Ouida Myers Instructional Technology Region 5 Consultant

2 Overview This session will focus on tools and resources aligned to Revised Blooms Taxonomy and how these resources can be used to connect content, pedagogy and higher order thinking while promoting mastery learning.

3 Goals Examine resources to infuse thinking and learning Provide participants with an interactive forum to share ideas Share alignment of Revised Blooms with The North Carolina Standard Course of Study Plan curriculum, instruction, and assessment that incorporates the five critical aspects of learning.

4 URL Revised Blooms Taxonomy

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6 What is preventing you from effectively embedding technology into your curriculum?

7 THINKINGFRAMEWORK

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9 Revised Bloom’s Interactive Quiz Adapted from work by Nancy Andrews, Emily Hodge, and Amy McElveen

10 THINKINGFRAMEWORK

11 Revised Blooms Taxonomy Gail Holmes Vicki Davis Kathy Schrock THINKINGFRAMEWORK

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13 Online Science Interactives D2CDD57F6FAAAA66AC2197EB040/AA5B502C860F7 5DCCEB16B195F514B03 DNA Alias ggame/index.html

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15 Online Science Interactives Thinkfinity Online Science Games Schoolmedia Canadian Museum of Nature Bitesize Science-class.net NeoK12NeoK12 videos Blood Typing Penzu

16 Recommended Reading O Anderson, L. W. and David R. Krathwohl A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Boston: Allyn & Bacon, O O O _Taxonomy%27s-GREEN.pdf _Taxonomy%27s-GREEN.pdf O

17 THINKINGFRAMEWORK

18 RBT VerbStems RememberingRecognizing, Recalling UnderstandingInterpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining ApplyingExecuting, Implementing AnalyzingDifferentiating, Organizing, Attributing EvaluatingChecking, Critiquing CreatingGenerating, Planning, Producing Return to Quiz

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20 Students are to read a research article referencing a classroom experiment and summarize it in their own words. Which level of Bloom’s Taxonomy does this represent? A.UnderstandingUnderstanding B.RememberingRemembering C.ApplyingApplying 1 Return to Quiz

21 Students are assigned to read “The Immortal Life of Henrietta Lacks” and asked to complete a series of tasks. Order the tasks from lowest to highest according to Revised Bloom’s Taxonomy. 1. Place the events in chronological order 2. Write a new ending for the story 3. Choose one of the story’s characters as a “best friend” and justify your choice 4. On what date did this story begin a.1, 2, 3, 41, 2, 3, 4 b.4, 1, 3, 24, 1, 3, 2 c.4, 1, 2, 34, 1, 2, 3 d.1, 4, 3, 21, 4, 3, 2 2 Return to Quiz

22 Students will compare the structures and life functions of plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, chloroplasts, mitochondria, and vacuoles). Which level of Blooms does this represent? a. Remembering Remembering b. Understanding Understanding c. Analyzing Analyzing 3 Return to Quiz

23 Students are asked to classify the items in a diagram as living or nonliving. What is the level of students thinking? A. Understanding Understanding B. Applying Applying C. Evaluating Evaluating 4 Return to Quiz

24 YOU GOT IT! ArtifactsTools SurveySurvey Monkey Poll Everywhere DatabaseGoogle Docs Zoho OutlineQuicklyst Know Case Outline Maker AbstractPenzu GraphCreateAGraph Chart Tool OrganizeMindmeister RBT VerbQuestion Stem Analyzing Which events could not have happened? If...happened, what might the ending have been? How is...similar to? What do you see as other possible outcomes? Why did...changes occur? Can you explain what must have happened when? What are some or the problems of? Can you distinguish between? What were some of the motives behind? What was the turning point? What was the problem with? Return to Quiz

25 YOU GOT IT! ArtifactsTools Definition Quiz/TestCramberry Fact Worksheet List LabelClaoolsssT Workbook RBT VerbQuestion Stem RememberingWhat happened after...? How many...? What is...? Who was it that...? Name the...? Find the definition of… Describe what happened after… Who spoke to...? Which is true or false...? Return to Quiz

26 YOU GOT IT! ArtifactsTools Recitation Summary Collection Example Show and Tell OutlineThinklinkr RBT VerbQuestion Stem Understanding Can you explain why? Can you write in your own words? How would you explain? Can you write a brief outline? What do you think could have happened next.? Who do you think? What was the main idea? Can you clarify? Can you illustrate? Does everyone act in the way that does? Return to Quiz

27 YOU GOT IT! ArtifactsTools IllustrateFotobabble Sculpture Interview DiaryPenzu Presentation Performance RBT VerbQuestion Stem Applying Do you know of another instance where? Can you group by characteristics such as? Which factors would you change if? What questions would you ask of? From the information given, can you develop a set of instructions about? Return to Quiz

28 YOU GOT IT! ArtifactsTools DebateQuick Topic PanelEdmondo ReportMixedInk DiaryPenzu Diary PresentationVoki PerformanceGoAnimate RBT VerbQuestion Stem Evaluating Is there a better solution to? Judge the value of... What do you think about? Can you defend your position? Do you think...is a good or bad thing? How would you have handled? What changes to.. would you recommend? Do you believe...? How would you feel if? How effective are? What are the consequences? What influence will....have on our lives? What are the pros and cons? Why is....of value? What are the alternatives? Who will gain & who will loose? Return to Quiz

29 YOU GOT IT! ArtifactsTools FilmPhoto Story 3 GoAnimate StoryPixton Creaza SongVocaroo Myna PlanVoicethread Spicey Nodes Media Product Animoto Glogster PaintingSumo Sketchpad RBT VerbQuestion Stem CreatingCan you design a...to? Can you see a possible solution to? If you had access to all resources, how would you deal with? Why don't you devise your own way to? What would happen if? How many ways can you? Can you create new and unusual uses for? Can you develop a proposal which would? Return to Quiz

30 TRY AGAIN Return to Quiz


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