Spotlight on our VOCABULARY What we say matters! Common Core State Standards Heidy LaFleur John W. Garvy School

OBJECTIVES I will be able to REMEMBER how Bloom’s plays a huge role in the CCSS. I will be able to UNDERSTAND by providing oral or written proof that the vocabulary of Bloom’s is integrated into the CCSS. I will be able to APPLY Bloom’s when I return to my classroom. I will be able to ANALYZE the verbs of Bloom’s and use them regularly during my lessons. I will be able to PLAN my lessons incorporating Bloom’s vocabulary into my everyday teaching.

Bloom’s Taxonomy & the Common Core State Standards Remembering KNOWLEDGE Understanding COMPREHENSION Applying APPLICATION Analyzing ANALYSIS Evaluating SYNTHESIS Creating EVALUATION TEACHER PARENT STUDENT

How can I make a difference? The vocabulary you use everyday in your classroom will determine your expectations. If you expect students to: RECALL knowledge, they will SUMMARIZE knowledge, they will Use a PROCEDURE, they will JUDGE their knowledge, they will DESIGN using their knowledge, they will

Name the principal of your school. What is the mascot of your school? QUIZ Name the principal of your school. What is the mascot of your school? List the janitorial staff members. Who did the principal choose as his/her clerk. Define the term school.

REVISED QUIZ 1. Give and justify your opinion of the principal at your school. 2. If you could choose a mascot of your school, what would it be and why? Prepare an argument as to why your mascot is best. Debate with a friend. 3. Using the list of janitorial staff members, state an argument with specific evidence as to which janitor does his/her job best. 4. Observe the clerk at your school. Write an article justifying why the principal may have hired him/her. Plan an interview with the principal in order to share your findings. 5. Design a city in which school never existed. Create fictional characters and determine their point of view, bias, and intent on living in a city that provides no schooling. Generate a hypothesis for the possibility of success in the city.

LET’S PLOT QUIZ 1 Hess’ Cognitive Matrix Applying Webb’s Depth of Knowledge Levels to Bloom’s Cognitive Process Dimensions Revised Bloom’s Webb’s DOK Level 1 Recall & Reproduction Webb’s DOK Level 2 Skills & Concepts Webb’s DOK Level 3 Strategic Thinking/Reasoning Webb’s DOK Level 4 Extended Thinking Remember XXXX #1,2, 3, 4,5 Understand Apply Analyze Evaluate Create recall and remember

LET’S PLOT QUIZ 2 Hess’ Cognitive Matrix Applying Webb’s Depth of Knowledge Levels to Bloom’s Cognitive Process Dimensions Revised Bloom’s Webb’s DOK Level 1 Recall & Reproduction Webb’s DOK Level 2 Skills & Concepts Webb’s DOK Level 3 Strategic Thinking/Reasoning Webb’s DOK Level 4 Extended Thinking Remember Understand X#2 Apply X#4 Analyze X#2,5 Evaluate X#2,3 X#1 Create X#5 Expectation and Questioning will extend into critical thinking

Higher order questioning will increase the quality of your instruction AND WILL THEREFORE INCREASE THE RIGOR.

Give me some tools so I can plan! Hess’ Cognitive Rigor Matrix (ELA/Math& Sci) Blank Matrix for self-reflection Bloom’s Revised Taxonomy Bloom’s Question Starters & Potential Activities Next Steps… When planning, incorporate some of Bloom’s verbs. Challenge those who are ready to demonstrate critical thinking by giving them projects in the analyze, evaluate and create fields of the taxonomy. Ask higher order questions daily.