A Framework for Thinking
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A Framework for Thinking Gail Holmes NCDPI - EOL
description
A Framework for Thinking. Gail Holmes NCDPI - EOL. 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. Goals. - PowerPoint PPT Presentation
Transcript of A Framework for Thinking
A Framework for Thinking
Gail HolmesNCDPI - EOL
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.
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
What is preventing you from effectively embedding technology into your curriculum?
THINKING
FRAMEWORK
Revised Bloom’s Interactive Quiz
1 23 4
Adapted from work by Nancy Andrews, Emily Hodge, and Amy McElveen
Revised Blooms Taxonomy
Gail Holme
s
Vicki Davis
Kathy Schroc
k
THINKING
FRAMEWORK
Knowledge Dimension
Cognitive Process Dimension Remember (Retrieve relevant knowledge from long-term memory)
Understand (Construct meaning from instructional messages, including oral, written, and graphic communication)
Apply (Carry out or use a procedure in a given situation)
Analyze (Break material into constituent parts and determine how parts relate to each other and to overall structure or purpose)
Evaluate (Make judgments based on criteria and standards)
Create (Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure)
Activity
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 Games
Schoolmedia
Canadian 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 Verbs and StemsRBT Verb Stems
Remember Recognizing, Recalling
Understand Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining
Apply Executing, Implementing
Analyze Differentiating, Organizing, Attributing
Evaluate Checking, Critiquing
Create Generating, Planning, Producing
Return to Quiz
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. Understanding
B. Remembering
C. 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 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, 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. Remembering
b. Understanding
c. 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.Understand
B.Apply
C. Evaluate
4
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YOU GOT IT!
Artifacts Tools
Survey Survey MonkeyPoll Everywhere
Database Google DocsZoho
Outline QuicklystKnow CaseOutline Maker
Abstract Penzu
Graph CreateAGraphChart Tool
Organize Mindmeister
RBT Verb
Question Stem
Analyze 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
YOU GOT IT!
Artifacts Tools
Definition
Quiz/Test Cramberry
Fact Worksheet
List
Label ClaoolsssT
Workbook
RBT Verb Question Stem
Remember 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 Tools
Recitation
Summary
Collection
Example
Show and Tell
Outline Thinklinkr
RBT Verb Question Stem
Understand 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
YOU GOT IT!
Artifacts Tools
Illustrate Fotobabble
Sculpture
Interview
Diary Penzu
Presentation
Performance
RBT Verb
Question Stem
Apply 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
YOU GOT IT!
Artifacts Tools
Debate Quick Topic
Panel Edmondo
Report MixedInk
Diary PenzuDiary
Presentation
Voki
Performance
GoAnimate
RBT Verb
Question Stem
Evaluate 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 Tools
Film Photo Story 3GoAnimate
Story PixtonCreaza
Song VocarooMyna
Plan VoicethreadSpicey Nodes
Media Product
AnimotoGlogster
Painting SumoSketchpad
RBT Verb
Question Stem
Create 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?
Return to Quiz
TRY AGAINReturn to
Quiz
