Backwards Design, Bloom’s Taxonomy, Multiple Intelligences A review from last semester Backwards Design, Bloom’s Taxonomy, Multiple Intelligences

Bloom’s Taxonomy Knowledge – remember previously learned info Comprehension – demonstrate understanding Application – apply knowledge Analysis – break down, find similarities Synthesis – create new ideas Evaluation – defend, argue, evaluate Have copy of Bloom’s verbs for each student.

Bloom’s New & Old

Example of a Bloom’s Lesson Students were put in colored groups based on last unit test score Exit to word doc...

Multiple Intelligences Logical-mathematical – logic, reasoning, #s Spatial – visualize, spatial judgment Linguistic – good w/ words, languages, stories Bodily-kinesthetic – physical action Musical – sounds, rhythms, tones, music Interpersonal – interacting with others Intrapersonal – self-reflective capacities Naturalistic – relating to nature Existential – spiritual or religious

Where did you land?

Backward Design

Backwards Design Stage 1: What should they know when you are done? Stage 2: How will they show to you what they have learned? Stage 3: Plan what they will do!

Why Backward Design Keeps things focused Allows for more intentional assessment (not an add on at the end) Looks at what they need, not what you can do

Your Lesson to Design! In groups of 4 you will create a 5-day program for MOSS to teach this summer. From this program, create four lessons that can be used outdoors or in a classroom. These lessons will be used in the NARA or EPSCoR matrices, so they need to be lessons a teacher can preform almost anywhere. Included in these lessons needs to be one formative assessment for each lesson.

More about your lesson Create a summative assessment tool for the entire program that can be used by the MOSS summer instructors to inform the 7th-12th grade students how well they did on their final product. At Taylor Ranch your team will present their program. An overview of the program will be presented with an in-depth explanation of one of the lessons (meaning, we will actually do one of the lessons, so materials need to be brought to perform the lesson at Taylor). This will be one of the lessons from the second bullet. Your instructors will use your formative assessment tool to evaluate your lesson.

WOWS 7th-9th grade July 7th-12th : 17 students max, 3 field instructors. Monday content day. Tuesday leave for rafting trip, raft Wednesday, return Thursday mid-day. Need mini lessons for on the river. Thursday pm is inquiry day. Friday they make presentations and present in the afternoon. You need to plan for Monday-Thursday with guided Inquiry on Thursday pm.

WOWS 10th-12th grade July 14th-24th : 20 students max, 3 field instructors. Monday – Thursday content days. Friday and Saturday service days. Sunday-Wednesday problem based exploration, Thursday prepare presentation and present. You need to plan for Monday-Thursday!

Teacher Institute June 17th – 21st 15 teachers Arriving Monday night, start Tuesday am. Monday is optional: water quality testing Teaching by doing Plan for Tuesday – Friday, including summative assessment on Friday

All Programs Need: Energy component with biofuels focus Water resources in a changing climate Ecological components of PSP Inquiry/Problem based learning approach Fun adventures (canoeing, hiking, etc.)

Who’s doing what? Divide groups...