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

2. 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.

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

4. 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

5. 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.

6. 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.

7. 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

8. 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

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

10. 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.