Bloom’s Taxonomy Evaluation and Planning. Do Now  Why are elderly people being denied Swine Flu vaccines?  In what ways have hospital workers’ and.

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Presentation transcript:

Bloom’s Taxonomy Evaluation and Planning

Do Now  Why are elderly people being denied Swine Flu vaccines?  In what ways have hospital workers’ and doctors’ roles been altered by the Swine Flu vaccine shortage crisis?  What factors have contributed to the massive turnout for the vaccine?  Why do you think states have prioritized vaccine candidates differently? What would your priority list be and why?  Why do you think health officials have not resorted to administering pregnancy tests to women to determine eligibility for vaccines?  Would it be okay to lie about your physical condition, health status or age in order to ensure access to a Swine Flu vaccine? Why or why not?

Bloom Taxonomy (think pair) Look at the questions on the handout. Try to categorize them into the different boxes according to what you found yourself doing as you answered them.

Objectives and Assessment Higher order thinking and understandings/ lower order thinking and understandings Blooms Taxonomy (similar to Ch.4 in UbD): –Knowledge/ remembering/ Recalling: Objective: list, recognize, define, etc.. Assessment: what are…; who… – Comprehension/ understanding: Objectives: describe, explain, compare, summarize. Assessment: –Application Solve new problems using learned rules, principles, processes, etc… Ex. Apply comp strategies to ---, provide an example, apply Archimedes principle to find …. Assessment: What would happen if…, calculate --- value…

Blooms Taxonomy (Cnt’d) Analysis –Objectives and assessment: Identify causes and relations, look for evidence for …, make connections…, Compare/ Contrast, etc… –Identify causes of ---, provide evidence of ---, formulate a conclusion about --- drawing on --- Evaluation –Objectives and assessment: evaluate, critique, substantiate, judge the effectiveness of X policy, evaluate a scientific model according to data, Synthesis or Creating –Construct/ produce, define a question for inquiry and determine how to tackle it, et… –Suggest a model a solution, design an experiment to, create a memoir based on …

Interview and Lesson plan Lesson plan Due Nov 18 based on Interview with student: –What ideas did the student express? –What prior knowledge do students bring about that topic? –Were they surprising to you? Why? –What kind of understandings would you like your students to develop about that particular topic. –What can you plan for 45 minutes to have students develop better understandings

Lesson Plan Format/ Parts Background and objectives/standards Lets Look at the format. Three Main Parts for the Class Plan: –Focusing Event- do now- discrepant event –Lesson Development and Activity –Closure: wrap up and form of evaluation

Next Week We meet in Room 250 in Pratt We meet in Teachers Resource Room Wikipage

Working Groups Please keep on working on Stage one If possible create the map/ graphic