From Here to There “ From Here to There ” Louise Van de Water Kelston Girls College

What are we doing?  Using Blooms Taxonomy to shape 3 level guides and retrieval grids to move students on to higher order thinking in their reading and writing and thus to more academic success.

 By studying Blooms Taxonomy and using what we know of it to shape our questions for a retrieval grid.  We will look at a retrieval grid using the ‘Alcohol’ resource and study a model and see how they work.  We will then use School Journal Part 4 No2 2010, choose a text and, in groups, construct a retrieval grid How will we do it?

How will I know I have been successful?  I will know what Blooms Taxonomy is  I will know how to apply it to the creation and use of a retrieval grid.

Bloom’s Revised Taxonomy  Understanding  Explaining ideas or concepts  Interpreting, summarising, paraphrasing, classifying, explaining  Remembering  Recalling information  Recognising, listing, describing, retrieving, naming, finding

Bloom’s RevisedTaxonomy Bloom’s Revised Taxonomy  Analysing  Breaking information into parts to explore understandings and relationships  Comparing, organising, deconstructing, interrogating, finding  Applying  Using information in another familiar situation  Implementing, carrying out, using, executing

Bloom’s RevisedTaxonomy Bloom’s Revised Taxonomy  Creating  Generating new ideas, products, or ways of viewing things  Designing, constructing, planning, producing, inventing.  Evaluating  Justifying a decision or course of action  Checking, hypothesising, critiquing, experimenting, judging

How to share a new strategy with students  Share the purpose of the strategy  Model the strategy and ask/explain why it might help to read better/write better  Get students to use the strategy  Collect student voice in regards to what they did/why they did it/how it helped them to learn  Share with students their collated voice  Give feedback and repeat the process until the evidence shows independence (task or student voice)

 Have clear learning intentions  Develop challenging success criteria  Understand and use a range of learning strategies  Know when students are not progressing  Provide feedback  Visibly learn themselves

 Understand learning intentions  Be challenged by success criteria  Develop a range of learning strategies  Know when they are not progressing  Seek feedback  Visibly teach themselves

What is Thinking?  Reflecting on own learning  Questioning  Seeking, using and creating knowledge  Using creative, critical and meta cognitive processes  Challenging assumptions and perceptions  Understanding and using thinking tools

What is Managing Self?  Having a “can-do” attitude  Developing strategies for meeting challenges  Self – assessment  Students seeing themselves as capable learners  Reliability and resilience  Setting goals and developing plans

What is Using language, texts and Symbols?  Making meaning of language  Using ICT for learning  Scientific skills  Inquiry Learning  Reading Comprehension skills.  Mathematical skills  Communicating ideas and experience  Interpreting visual images  Writing skills

Retrieval Grid What happened? Who was involved? Where did this happen? What affect does excess alcohol have on your system? Your response to this text?

Retrieval Grid