Tiering Learning Experiences with Bloom’s Taxonomy

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Tiering Learning Experiences with Bloom’s Taxonomy Allen County Schools May 2019

What is differentiation? Matching learning experiences to learners (Roberts & Inman, 2013) Differentiation can occur in: Content What a student should know/learn Process How a student thinks about and processes the information Assessment/Products How a student demonstrates their knowledge

Three steps to differentiation Planning What do I want students to know, understand, and be able to do? Pre-assessing Who already knows, understands, and/or can use the content to demonstrate the skills? Who needs additional support in order to know, understand, and/or demonstrate the skills? Differentiating What can I do for him/her/them so they can make continuous progress and extend their learning?

Tiering with Bloom’s Put elements together to form a coherent or functional whole, reorganize elements into a new pattern or structure. Create Make judgments based on criteria and standards. Evaluate Break material into constituent parts and determine how parts relate to one another. Analyze Carry out or use a procedure in a given situation. Apply Construct meaning from instructional messages. Understand Retrieve relevant information from long-term memory. Remember The Bloom taxonomy provides a way of differentiating learning experiences by cognitive process Tiering learning experiences this way allows for matching students to learning experiences and products based upon appropriate levels of challenge

Process verbs Standard Product list

Bloom’s Chart Template Click HERE for a blank template you can use to create your own Bloom’s Chart Click HERE for examples of process verbs Click HERE for examples of student products

Survey for Professional Development Click HERE to access a short survey regarding future professional development