Critical thinking, literacy and communication in schools Bloom’s Taxonomy Concept Mapping Defining Literacy Communicating with Parents, Students and Paraprofessionals

Bloom’s Taxonomy classification system developed in 1956 by education psychologist Benjamin Bloom focus on 3 major domains of learning: cognitive, affective, and psychomotor six cognitive levels: knowledge, comprehension, application, analysis, synthesis, and evaluation, outlines a continuum of sophistication from basic knowledge-recall skills to the highest level, evaluation.

Bloom’s Taxonomy Modified in 1990’s by Lorin Anderson as …

Bloom’s Taxonomy Compare this photo with one of three boys from today of the same age. How are their lives similar? How are they different

Critical thinking, literacy and communication in schools What is happening in this picture? Why are these boys dressed like this?

Critical thinking, literacy and communication in schools List of verbs describing the categories - U.S. Department of the Interior, U.S. Geological Survey URL: 805/lessons/chpt4/taxon.htm U.S. Department of the InteriorU.S. Geological Survey

Concept Maps Brain research suggests learning and connections are easier when “visible” Mind or concept maps make abstract ideas visible and concrete Connect prior knowledge and new concepts Provide structure for thinking, writing, discussing, analyzing, planning and reporting Focus thoughts and ideas, leading to understanding and interpretation

Concept map example

Concept mapping Concept maps are a form of tool known as graphic organizers which are visual illustrations to help students establish and learn connections between concepts. Activity – in groups of five design a concept map that outlines what you need to do in “planning an event” – i.e. field trip, sports event, class project, cleaning your garage. Reproducible concept maps available at – l

Communicating with students, parents and others in school settings Active and effective listening – an essential part of communication with parents and students means paying attention to a person’s words and body language (facial expressions, eye contact, posture, voice tone, and gestures). If the listener lacks interest, has a closed mind, becomes distracted, or interprets the message incorrectly, the communication is ineffective. The listener and the sender are equally responsible for effective communication.

Communication – Active listening steps Be involved, make eye contact and minimize external distractions Respond appropriately to show that you understand Focus solely on what the speaker is saying - try not to think about what you are going to say next. Minimize internal distractions – don’t let your own thoughts keep you from listening - continuously re-focus your attention on the speaker Keep an open mind - wait until the speaker finishes before deciding that you disagree - try not to make assumptions about what the speaker is thinking. Don’t make it about you – don’t jump in with how you handled a similar situation - unless someone asks for advice, assume they just need to talk. If a speaker is launching a complaint against you, wait until they finish - the speaker will feel as though the point had been made and won’t feel the need to repeat it, and you’ll know the whole argument before you respond. Research shows that, on average, we can hear four times faster than we can talk, so we have the ability to sort ideas as they come in…and be ready for more.

Communication in schools – listening quiz Who Did It? – A listening mystery. I will read a paragraph to you and then ask a series of questions - answer True if the observation is definitely true, False if the observation is definitely false, and Don’t Know if the observation may be either true or false.

Critical thinking, literacy and communication in schools A well-liked college teacher had just completed making up the final examinations and had turned off the lights in the office. Just then a tall, dark, broad figure appeared and demanded the examination. The professor opened the drawer. Everything in the drawer was picked up and the individual ran down the corridor. The dean was notified immediately.

Critical thinking, literacy and communication in schools 1. The thief was tall, dark, and broad. 2. The professor turned off the lights. 3. A tall figure demanded the examination. 4. The examination was picked up by someone 5. The examination was picked up by the professor. 6. A tall, dark figure appeared after the professor turned off the lights in the office. 7. The man who opened the drawer was the professor. 8. The professor ran down the corridor. 9. The drawer was never actually opened. 10. In this report three persons are referred to.