A Framework for Thinking

Gail HolmesNCDPI - EOL

Ouida MyersInstructional Technology Region 5 Consultant

OverviewThis 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.

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.

URL

http://ghholmes.pbworks.com Revised Blooms

Taxonomy

http://www.polleverywhere.com/multiple_choice_polls/LTE0MzY1NTA0OTM

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

THINKING

FRAMEWORK

https://bubbl.us/

Revised Bloom’s Interactive Quiz

1 23 4

Adapted from work by Nancy Andrews, Emily Hodge, and Amy McElveen

THINKING

FRAMEWORK

Revised Blooms Taxonomy

Gail Holme

s

Vicki Davis

Kathy Schroc

k

THINKING

FRAMEWORK

Knowledge Dimension

Cognitive Process Dimension Remembering (Retrieve relevant knowledge from long-term memory)

Understanding (Construct meaning from instructional messages, including oral, written, and graphic communication)

Applying (Carry out or use a procedure in a given situation)

Analyzing (Break material into constituent parts and determine how parts relate to each other and to overall structure or purpose)

Evaluating (Make judgments based on criteria and standards)

Creating (Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure)

Activities

Factual Knowledge of Terminology Knowledge of specific details and elements.

List Summarize Classify Order Rank Combine

Quizlet Penzu

Woordle Tagul

Sumopaint Art Pad

Visual Ranking Diamond 9

Linoit Museum Box

TriCider Write Idea

Conceptual Knowledge of classifications and categories, principles and generalization, theories, models and structures.

Describe Interpret Experiment Explain Assess Plan

simplemind

Storybird Twiddla

Bubbl.us Google Draw

IQ Site VoiceThread PhotoStory 3

Procedural Knowledge of subject-specific skills and algorithms, techniques and methods, criteria for determining when to use appropriate procedures.

Tabulate Predict Calculate Differentiate Conclude Compose

Poll Everywhere Thinking Blocks

TimeToast ToonDoo GoAnimate

Clouder List Sticky Notes

Videolicious

iBrainstorm Doodle Buddy

Easy Chart

Online Science Interactives

http://sciencenetlinks.com/interactives/class.html http://schoolmediainteractive.com/view/object/interactive/F8892D2CDD57F6FAAAA66AC2197EB040/AA5B502C860F75DCCEB16B195F514B03 http://nature.ca/genome/05/051/0511/0511_m205_e.cfmDNA Aliashttp://nature.ca/en/explore-nature/games-activities http://www.trumbulles.org/InteractiveScienceSites.aspxhttp://science-class.net http://schools.net/tutorials/tools/science.htmlhttp://www.vrml.k12.la.us/cc/tools/tools/htm http://www.nobelprize.org/educational/medicine/bloodtypinggame/index.html

Knowledge Dimension

Cognitive Process Dimension Remembering (Retrieve relevant knowledge from long-term memory)

Understanding (Construct meaning from instructional messages, including oral, written, and graphic communication)

Applying (Carry out or use a procedure in a given situation)

Analyzing (Break material into constituent parts and determine how parts relate to each other and to overall structure or purpose)

Evaluating (Make judgments based on criteria and standards)

Creating (Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure)

Comments

Factual Knowledge of Terminology Knowledge of specific details and elements.

List Summarize Classify Order Rank Combine

Conceptual Knowledge of classifications and categories, principles and generalization, theories, models and structures.

Describe Interpret Experiment Explain Assess Plan

Procedural Knowledge of subject-specific skills and algorithms, techniques and methods, criteria for determining when to use appropriate procedures.

Tabulate Predict Calculate Differentiate Conclude Compose

Meta-cognitive Strategic knowledge. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge. Self-knowledge

Appropriate Use

Execute Construct Achieve Action Actualize

Standard(s): What is the Compelling or Essential Question?

Online Science Interactives

Thinkfinity Online Science GamesSchoolmediaCanadian Museum of NatureBitesizeScience-class.net NeoK12 videosBlood Typing Penzu

Recommended ReadingO 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, 2001.

O http://learnweb.harvard.edu/alps/thinking/intro.cfm#intro1O http://farr-integratingit.net/Theory/CriticalThinking/index.htm

O http://www.cwsei.ubc.ca/resources/files/ClickerWorkshopMaterials/Bloom%27s_Taxonomy%27s-GREEN.pdf

O http://www.niu.edu/facdev/programs/handouts/blooms.shtml

THINKING

FRAMEWORK

RBT Verb StemsRemembering Recognizing, RecallingUnderstanding Interpreting, Exemplifying,

Classifying, Summarizing, Inferring, Comparing, Explaining

Applying Executing, ImplementingAnalyzing Differentiating, Organizing,

AttributingEvaluating Checking, CritiquingCreating Generating, Planning, Producing

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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. UnderstandingB. RememberingC. Applying

1

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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 order2. Write a new ending for

the story3. 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, 4b. 4, 1, 3, 2c. 4, 1, 2, 3d. 1, 4, 3, 2

2

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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. Rememberingb. Understandin

gc. Analyzing

3

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Students are asked to classify the items in a diagram as living or nonliving. What is the level of students thinking?

A.Understanding

B.ApplyingC. Evaluating

4

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YOU GOT IT!

Artifacts ToolsSurvey Survey

MonkeyPoll Everywhere

Database Google DocsZoho

Outline QuicklystKnow CaseOutline Maker

Abstract Penzu

Graph CreateAGraphChart ToolOrganize Mindmeister

RBT Verb

Question 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?

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YOU GOT IT!

Artifacts ToolsDefinition

Quiz/Test Cramberry

Fact WorksheetList

Label ClaoolsssT

Workbook

RBT Verb Question Stem

Remembering

What 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

YOU GOT IT!

Artifacts ToolsRecitation

Summary

Collection

Example

Show and TellOutline Thinklinkr

RBT Verb Question 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?

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YOU GOT IT!

Artifacts ToolsIllustrate Fotobabble

Sculpture

Interview

Diary Penzu

PresentationPerformance

RBT Verb

Question 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?

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YOU GOT IT!

Artifacts ToolsDebate Quick Topic

Panel Edmondo

Report MixedInk

Diary PenzuDiary

Presentation

Voki

Performance

GoAnimate

RBT Verb

Question 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? 

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YOU GOT IT!

Artifacts ToolsFilm Photo Story 3

GoAnimateStory Pixton

CreazaSong Vocaroo

MynaPlan Voicethread

Spicey NodesMedia Product

AnimotoGlogster

Painting SumoSketchpad

RBT Verb

Question Stem

Creating

Can 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?

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TRY AGAINReturn to

Quiz