I can remember basic ideas about a topic. Questions I can Answer -Who? -What? -When? -Where? -Why? -How? -What happened? -Which is True or False? Questions.

Slides:

Advertisements

Similar presentations

What is the relationship between…?

Advertisements

Using Bloom’s Taxonomy

Bloom's Taxonomy of Cognitive Development

Teaching and Learning with Case Studies. Agenda Understand how a case study is different How to effectively use a case study How to expand a case study.

Bloom’s Critical Thinking Questioning Strategies

SAIRA FARHAN (D.A.P.S O & A levels sea view). Key Objectives of Intel workshop.

Bloom's Revised Taxonomy.

Creating: can the student create new product or point of view?

Using Bloom’s Taxonomy

Bloom’s Critical Thinking Questioning Strategies

Bloom's Revised Taxonomy Denise Tarlinton July 14, 2003.

Assessment and differentiation with Bloom’s Taxonomy

BLOOM’S TAXONOMY Levels of Thinking. What is Bloom’s Taxonomy?  A model for examining the different levels of educational activities students are asked.

The Literacy Hats Parent’s Workshop Tuesday 21st May 2013 Creating Evaluating Analysing Remembering Understanding Applying.

Knowledge & Comprehension Application & Analysis Synthesis & Evaluation Question Levels Click the circles to navigate.

Understanding Bloom’s Taxonomy

Having the HOTS for RE Create Evaluate Analyse Apply Understand

Unit Title Author name Author school Grade Level.

Math Log #2 Student A, B, and C(ordered from left to right) are walking down the hall and get stopped by administration. Which student(s) will receive.

Bloom’s Taxonomy.

Bloom’s Taxonomy Knowledge Comprehension Application Analysis

Educational Objectives Dr. Shama Mashhood Karachi Medical And Dental College.

Sample Questions Task-Based Activities Define each level shallow processing, simply recalling Demonstrate understanding Knowing when and why to apply.

COMMON ESSAY STYLE QUESTIONS Give a Quotation – Discuss Make an Assertion – Discuss Compare and Contrast Outline… Describe … Explain (with examples) …

Quick Flip Questioning for Critical Thinking Kobets S.A. Lyceum №87.

Increasing Critical Thinking POWER VERBS with. Remembering Level.

Wilkes County Schools Tracee McManus & Nikki Patrick.

Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Ruth SundaKyrene de las Brisas.

BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim.  Bloom’s taxonomy of Educational Objectives (1956) provides 6 levels of thinking and questioning. A close.

Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Adapted from Ruth Sunda and Kyrene de las Brisas.

Writing Lessons for Rigorous and Relevant Instruction Jim Miles Achieving Academic Excellence for All Students.

Assessment. Levels of Learning Bloom Argue Anderson and Krathwohl (2001)

BLOOM’S TAXONOMY Mrs. Eagen A, A. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts,

Level 1 Tell List Describe Locate Write State Name What happened after? How many? Who was it that...? Describe what happened at...? Who spoke to...? Can.

If you want better answers, ask better questions.

Linguistic Intelligence Use storytelling to explain Conduct a debate on Write a poem, myth, legend, short play or news article Create a talk show radio.

Teaching and Thinking According to Blooms Taxonomy human thinking can be broken down into six categories.

Bloom’s Taxonomy Active Learning at Every Level Dr. Kim West University of Saskatchewan

Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering.

Bloom’s Taxonomy By Valerie Farinas. What Is It? Bloom’s taxonomy is a multi-tiered model of classifying thinking according to 6 cognitive levels of complexity.

Remembering Key words: who, what, why, when, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select.

Toni Hull March 2010 English Language Fellow 1.

Skills For Learning Effective Questioning Noble Primary Open Hour May 2012 Mrs L McPhee PT.

?. Why ask questions????? 11( RED ) – INPUT COMPLETE, COUNT, DEFINE, DESCRIBE, IDENTIFY, SCAN LIST, MATCH, NAME, OBSERVE, RECITE, 22( YELLOW ) –P ROCESS.

Bloom’s Taxonomy OriginalRevised. Remembering The learner is able to recall, restate and remember learned information. –Recognizing –Listing –Describing.

Critical Thinking The mind is not a vessel to be filled, but a fire to be ignited. (Plutarch)

Presented by Ms. Vayas At Bancroft MS March 25, 2008.

Bloom’s Taxonomy Higher Order Skills Bloom's Original Taxonomy Anderson's Revised Taxonomy KnowledgeRemembering ComprehensionUnderstanding ApplicationApplying.

BLOOMS OBJECTIVESLEVEL. Bloom’s Six Levels Knowledge Knowledge Comprehension Comprehension Application Application Analysis Analysis Synthesis Synthesis.

 To gain a professional understanding of what AFL is  To apply our understanding AFL techniques to classroom practice.

Test Taking Skills Make sure you prove what you know!

Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering.

Workshop 2014 Cam Xuyen, October 14, 2014 Testing/ assessment/ evaluation BLOOM’S TAXONOMY.

The mind is not a vessel to be filled, but a fire to be ignited. welcome To Every body.

Knowledge ArrangeDefine Duplicate LabelList Memorize Name Order Recognize Relate Recall Repeat DescribeQuote.

Using Bloom’s Taxonomy

Bloom’s Critical Thinking Questioning Strategies

Bloom’s Critical Thinking Questioning Strategies

Higher Level Thinking Skills

BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

Depth of Knowledge (DOK) Levels

Knowledge Arrange Define Duplicate Label List

Costa’s Levels of Questioning

Using Bloom’s Taxonomy

Bloom’s Critical Thinking Questioning Strategies

Bell Work Answer the following question in complete sentences. Provide examples. When you finish you should get out your independent reading novel and.

? INQUIRY to question is to learn.

Bloom’s Critical Thinking Questioning Strategies

Presentation transcript:

I can remember basic ideas about a topic. Questions I can Answer -Who? -What? -When? -Where? -Why? -How? -What happened? -Which is True or False? Questions I can Answer -Who? -What? -When? -Where? -Why? -How? -What happened? -Which is True or False? Skills I have gained -Listen -Choose -Group -Quote -Record -Give Examples -Define -Memorize -List -Show -Locate -Describe Skills I have gained -Listen -Choose -Group -Quote -Record -Give Examples -Define -Memorize -List -Show -Locate -Describe Tasks I can do -Define key words -Label a diagram -Spell a word -Highlight key points -Take notes from an article. -Make a mind map. -Make a chart showing information you have learned. -Recite a poem you have learned Tasks I can do -Define key words -Label a diagram -Spell a word -Highlight key points -Take notes from an article. -Make a mind map. -Make a chart showing information you have learned. -Recite a poem you have learned

I can show my understanding of a topic. Questions I can Answer Explain why.. Is this the same as? Select the best definition. What was the theme or idea? Give an example of… Show in a graph or table… Questions I can Answer Explain why.. Is this the same as? Select the best definition. What was the theme or idea? Give an example of… Show in a graph or table… Skills I have gained Discuss Retell Research Translate Summarise Outline Estimate Describe Explain Skills I have gained Discuss Retell Research Translate Summarise Outline Estimate Describe Explain Tasks I can do Make a story board of events. Write a summary. Explain a key concept to someone else. Explain why something has happened. Create a graph of table of information Tasks I can do Make a story board of events. Write a summary. Explain a key concept to someone else. Explain why something has happened. Create a graph of table of information

I can use my learning in other contexts Questions I can Answer What would have happened if..? Write in your own words. Write an outline Why did… act in that way? Is this similar to any other events? Why did that happen? Questions I can Answer What would have happened if..? Write in your own words. Write an outline Why did… act in that way? Is this similar to any other events? Why did that happen? Skills I have gained -Show -Illustrate -Calculate -Translate -Interview -Adapt -Solve -Sequence -Change Skills I have gained -Show -Illustrate -Calculate -Translate -Interview -Adapt -Solve -Sequence -Change Tasks I can do -Construct a model -Write a diary entry. -Make a puzzle or game. -Teach others about it. -Continue the story, -Create a role play. Tasks I can do -Construct a model -Write a diary entry. -Make a puzzle or game. -Teach others about it. -Continue the story, -Create a role play.

I can break information down. Questions I can Answer What conclusions can be drawn? State the point of view of… Is there bias in this source? What were the motives? What could have stopped that from happening? Questions I can Answer What conclusions can be drawn? State the point of view of… Is there bias in this source? What were the motives? What could have stopped that from happening? Skills I have gained -Compare -Contrast -Question -Inspect -Experiment -Arrange -Criticize -Debate -Categorise Skills I have gained -Compare -Contrast -Question -Inspect -Experiment -Arrange -Criticize -Debate -Categorise Tasks I can do -Venn Diagram -Survey others -Flow chart -Show relationships between events -Write a biography -Write a review Tasks I can do -Venn Diagram -Survey others -Flow chart -Show relationships between events -Write a biography -Write a review

I can judge information in a variety of ways. Questions I can Answer Which information is more useful? Where are the errors? How effective is… Do you think… is a good or bad thing? Is this a reliable source>? Questions I can Answer Which information is more useful? Where are the errors? How effective is… Do you think… is a good or bad thing? Is this a reliable source>? Skills I have gained -Rate -Predict -Assess -Score -Compare -Prioritise -Select -Measure -Justify Skills I have gained -Rate -Predict -Assess -Score -Compare -Prioritise -Select -Measure -Justify Tasks I can do -A discursive essay -A debate -A persuasive Speech -Coming to a conclusion -Justify your opinion Tasks I can do -A discursive essay -A debate -A persuasive Speech -Coming to a conclusion -Justify your opinion

I can create new ideas using what I have previously learned. Questions I can Answer -Can you design a -If you were in charge… -How many ways can you… -What would happen if…? -Can you create new a new way to… -Propose an alternative… Questions I can Answer -Can you design a -If you were in charge… -How many ways can you… -What would happen if…? -Can you create new a new way to… -Propose an alternative… Skills I have gained -Compose -Invent -Compile -Create -Construct -Plan -Develop -Generate -Produce -Design Skills I have gained -Compose -Invent -Compile -Create -Construct -Plan -Develop -Generate -Produce -Design Tasks I can do -Invent a new machine to do something, -Design a new product. -Write a play about. -What would your perfect world look like? -How would you change the world? Tasks I can do -Invent a new machine to do something, -Design a new product. -Write a play about. -What would your perfect world look like? -How would you change the world?