Count Describe Drow - Weebly
Transcript of Count Describe Drow - Weebly
Bloom's Toxonomy Verbs
Use verbs otigned to Bloom's Toxonomy to creste discussion guestions and lesson plonsthat ensure your students' thinking Progresses fo higher levels.
KnowledgeCount ReadDef ine RecollDescribe ReciteDrow RecordEnumerate ReproduceFind SelectIdentify SeguencaLobel StoteList TelllAotch ViewNome WriteQuoie
AnalvzeBreok down FocusCharocterize Illustrote
ClossifyCiteConcludaConvertDescribeDiscussEstimateExploin
InterpreiLocote
ParophrosePredictReportRestoteSummoriza
Comprehend AoolyAcfAdminister
CriticizeCritigueDecideDefendEvoluote
Moke sensa of Articulcte
ImitotefmplementfntarviewIncludefnformInstructPaint
RoteRaframeSelectSupport
9eneralize Troce6ive examples UnderstondIllustrote
Synthesize
AssassChargeChartChooseCollect PorticiPoteCompute PredictConstruct ?repareContribute ProduceControl ProvideDamonstrate RelateDefermine ReportDevelop SelectDiscover ShowDrarnatize SolveDraw TronsferEstablish UseExtend Utilize
EvaluqteApproise InterpretArgue JudgeAssess JustifyChoose PredictCompore & Prioritize
Contrast ProveConclude Rqnk
ClossifyComporeControstCorceloleDebateDeduceDiogrcm
DiscriminoteDistinguishExomine
fnferLimitOutlinePoint outPrioritizeRecognizeReseorch
SepcroteSubdivide
Differentiote Relote
AdoptAnticipcteCalegorizeCollaborateCombineCommunicoteComporeCompileComposeConstructContrastCrealzDesignDavelopDeviseExpressFocilitateFormulateOenerateIncorporateIndividualizeInitiote
IntegroteInterveneInventiAoke upModelModifyNegotiateOrgonizePerformPlsnPretendProduceProgressProposeReorrongeReconstructReorgonizaReviseRewriteStructureSubstituteValidste
Bloomts Verbsand Matching Assessment Types
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altemative course of action
Remember that your verbs need to be seeable/measurable.N o knewlkn ows, u nde rstood/u nd ersta nd s, usedluses, or d emon stratedldemo nstrates.
solutionquestionlistprojectdramapaintingsculpture
reportsurveygraph
parts of propagandaquestionnaireargumentword defined
dramaskitcarloonstorytape recording
msdelconclusionimplication based on ideacasual relationshipssurnmary
analogyoutlinecompare
explaindefenddistinguishsummarizeinten*lateinterpretextend
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paraphraser€writegive exemplesxpressillu*trate
mapprojectforecastdiagramillustrationpaper that follows an outline
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eventspeopl*recardingsnawspapers
standard comparedstandard establishedgroup discussion
Comprehension
Synthesis
organrzegeneralizedramaiize
prepareproducechaosesketchtext reading*
film#videosplaysfilmstrips
judgerelateconclusion weigh
self-evaluation comparerecommendationvaluing
court irialsurveyevaluation
Knowledga
Evaluationcriticizesupportavaluaterecommendsummarizeappraiseconsidercritique
Application
Analysis
plancreateinventorganize
playbookquestionformulation of hypothesis
applysolveshowpaint
compsr&analyzeclassr$point outdistinguishcategariz*differantiatesubdivide
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compose designoriginate cornbinehypothesize rotre playdeverop ;ffi*y
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Used with permission, {Q20il Sf. Edwardb University Center for Teaching Excellence
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Using Data to lnformDecision-Making
School Dktrl* of Phlhd€lPh;aoffic! of s.hool ldprcvement and Drt. slPpoft
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Using Data to lnform Decision-Making
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Using Data to lnform Decision-Making
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Objectives. Various Benchmark Reports
skllls AnalyslsSfandards MasteryItem,1161y.1.. OverviewoftheRigorand Relevance Framework. Deflne Rigor. Define Relevance. Differentiated Between the 4 euadrants. Determine the Quadrants of Various Activities,
Questionlng, and product
Benchma rk Assess ment R6ports
Shndardi M.5tcry
Data Wise Model
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Building the Bridge Between Data,Results, and Student Achievement
How do we get to increasedacademic achievement?
lncreased AcademicRIGOR.
What is Rigor?
. Rigor refers to academic rigor - learning inwhich students demonstrate a thorough, in-depth mastery of challenglng tasks to developcognitive skills through reflective though!analysis, problem sofuing, evaluation, orcreativity.
. Rigorr means framing lessons at the high endof the Knowledge Taxonomy (Blooms).
Rlgor becomes part of lnitlal euallty lnstrucdon
Rigor and Relevance Framework
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Rigor and Relevance Framework
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What is Relevance?
Relevance is how a student applies theirlearning to solve real-world problems
Teaching Relevant Lessons
Connect Learning to: Use the Real World. Student's life . Real-world materials. Family life . lnternet resources. Student's community . VIde and othermediaand friends . Scenarios, real-life. World, nation, state, or storlescurrent events . News - periodicals,. World of work visual media. World of service . Moral, ethical, political,. World of business and and cultural points ofcommerce. views and dilemmas
Adding Relevancy to Any LearningRelate Learning to ... Use Real World Examples. Student's llfe . Moral, ethlcal, polltical,. Sports,Arts,Hobbies culturalpointsofviewand' Family's llfe dllemmas. Student's community and . Realworld materlals
friends . lnternet resources. Ourworld, nation, state . Vldeo and other medla. World of work/servlce . Scenarios, real llfestories. World of business that we . News - perlodlcals, mediainteract wlth
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Rigorous and RelevantFramework...
A UsefulToolto Design
. lnstructional Plans
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. I nstructional Strategies
Rigorous Instructional Planning
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chartv€rbatim from their texts text Somettudentsfnishlnto thelr notebooks. quicklydndthen do nothlng,
2. Teacher follows a student's low-level 2, sloce dny student nay b.response with a problnE qucstlon for alled on, all listen carelulty tothe entire class, thEn waits to allow the teochels new question ofidstudentsto proces before calling on formulote possible owe6'a stldent to answeL
lmpact on Student Learninsl.student5 have spent 10 mlnuts at th6 lowEst l6v6lofthlnking.2.Tlms.nd erpectltlon for hlSh€rord.rthlnklng l! dev.loped in th' group'
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ActivityWhat actions are your students taking today?
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Activity?What questions are being asked?
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What questions are being asked?
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Student Products by Quadranto.d6^ aopiet turY E .h.hWoffid t6dd affid N.stsFrtln h.Brn6n u*pd6t B&rdo.quE dhdhn INmq rd.ll.rt &nfd.n l.B ldEl.lWo&t !Elrn.&n tl.n ll.tLffi!. H@n 6.n adLrI+d*tu D.ffidotr lddedon M.61..rdh odlE qu.d.M.&. &tFdon
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Student Products by Quadrant
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Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant A - Acquisition
Guided PracticeLectureMemorization
' Demonstration -TeacherVldeoLiteratureGraPhic Organizer - Notes
Instructional TechnologY - Games
Selecting Strategies on Rigor/Relevance
Best Strategles for Quadrant B - AppllcatlonCooperatfue Learnlng-Group DiscusslonDemonstration - Studentlnstructional Technology - GamesProblem-based LearningProJect DeslgnSimulatlon/Role PlaylngWork-based Learnlng
Setecting Strategies on Rigor/Relevance
Best Strategies for Quadrant C - Assimilation
BrainstormingGroup Discussionslnquirylnstructional Tech nologyResearch - Literature - WritingSocratic SeminarTeacher Questions
Selecting Strategies on Rigor/RelevanceBest Strategies for Quadrant D - Adaptation
Brainstorming Project Design
CooperativeLearning GroupDiscussions
lnqulry - Research Simulation/Role-playing
lnstructionalTechnology SocraticSeminarPresentations/ Exhibitions Teacher QuestionsProblem-basedLearning Work-basedLearningRecognltlon - Rewards lnternships
Rigor and Relevant Assessments
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A Quad D Moment
Quad D Moments are short teaching strategiesused within a daily lesson to increase studentthinking and application lnto Quadrant D ofthe Rigor and Relevance Framework.
In which quadrant would you placethe foi lowing activities?
1.Fill out a job appllcation and prepare a r6sumd.2.Make informed decisions regarding career goalsby accessing information.3.Read, write and comprehend technical manuals.4.Name the planets in the solar system'.5.Be able to make voting decisions.
6. Summarize global impacts of WWll and projectimpacts of lraq war.
7, Contrast exercises by impacts on specific musclegroups.
8. Find the solution to llnear equations andineq ualities.
9. Understand the best procedures for datacollection and display including making estimatesand predictions.
10. Understand nutritjonal requirements and makeappropriate decisions while grocery shopping.
Ways to lncrease Rigor and Relevance
I nterdlsciplinary lnstructionBeading in the Content AreaUse of TechnologyNew Teaching ldeas / StrategiesChallenging AssessmentsProfessional DeveloPmentPeer Teaching Observations / Reviews
Benefits of the Rigor andRelevance Framework
Tool for collaboration and reflectionslnclusiveShift focus to student learninglncreased student engagementFramework for selecting strategies and
assessm ents
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Resourceshtlpr/slalic.odesas.orc/conlerydocumentslM4-Sllde 1t Characterict'cs of a Fioorous C'assroom.odl
hltosr/siles.ooml6.com/a6av.k12.,l.us/oowq,curiculum-lest/ri gotrand{elevance-blooms-resourc6s
QuestionsgSchool District Of PhiladelphiaOffice of School lmprovement and Data Support
DeAnne Wlmbish Mary Coe CollinsDlregtor m@[email protected]
[email protected] 215-400{739215-40&5371
Nihessah Almondfulu Anand [email protected]@phflesd-or! 28.40G5751215-400-6368
Dr. Sabriya Jubilee Leslle Maddreyrju bile s@ph Il. rd.org l,na dd.ey@phi l.id.otr
215{00-5336 21s4a0-5927
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