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A Framework for Thinking
Gail Holmes NCDPI - EOL
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Overview This session will focus on tools and resources aligned to Revised Blooms Taxonomy and how these resources can be used to connect content, pedagogy and higher order thinking while promoting mastery learning.
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Goals Examine resources to infuse thinking and learning
Provide participants with an interactive forum to share ideas Share alignment of Revised Blooms with The North Carolina Standard Course of Study Plan curriculum, instruction, and assessment that incorporates the five critical aspects of learning.
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URL Revised Blooms Taxonomy
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What is preventing you from effectively embedding technology into your curriculum?
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T H I N K G F R A M E W O
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Revised Bloom’s Interactive Quiz
1 2 3 4 Adapted from work by Nancy Andrews, Emily Hodge, and Amy McElveen
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Revised Blooms Taxonomy
Gail Holmes Vicki Davis Kathy Schrock T H I N K G F R A M E W O K
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Online Science Interactives
Alias
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Online Science Interactives
Thinkfinity Online Science Games Schoolmedia Canadian Museum of Nature Bitesize Science-class.net NeoK12 videos Blood Typing Penzu
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Recommended Reading Anderson, L. W. and David R. Krathwohl A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Boston: Allyn & Bacon, 2001.
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T H I N K G F R A M E W O K
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RBT Verbs and Stems RBT Verb Stems Remember Recognizing, Recalling
Understand Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining Apply Executing, Implementing Analyze Differentiating, Organizing, Attributing Evaluate Checking, Critiquing Create Generating, Planning, Producing Return to Quiz
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Students are to read a research article referencing a classroom experiment and summarize it in their own words. Which level of Bloom’s Taxonomy does this represent? 1 A. Understanding B. Remembering C. Applying Return to Quiz
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2 1, 2, 3, 4 4, 1, 3, 2 4, 1, 2, 3 1, 4, 3, 2 Students are assigned to read “The Immortal Life of Henrietta Lacks” and asked to complete a series of tasks. Order the tasks from lowest to highest according to Revised Bloom’s Taxonomy. Place the events in chronological order Write a new ending for the story Choose one of the story’s characters as a “best friend” and justify your choice On what date did this story begin Return to Quiz
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3 Remembering Understanding Analyzing
Students will compare the structures and life functions of plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, chloroplasts, mitochondria, and vacuoles). Which level of Blooms does this represent? Remembering Understanding Analyzing Return to Quiz
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4 Students are asked to classify the items in a diagram as living or nonliving. What is the level of students thinking? Understand Apply Evaluate Return to Quiz
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YOU GOT IT! RBT Verb Question Stem Analyze Artifacts Tools Survey
Which events could not have happened? If. ..happened, what might the ending have been? How is...similar to? What do you see as other possible outcomes? Why did...changes occur? Can you explain what must have happened when? What are some or the problems of? Can you distinguish between? What were some of the motives behind? What was the turning point? What was the problem with? Artifacts Tools Survey Survey Monkey Poll Everywhere Database Google Docs Zoho Outline Quicklyst Know Case Outline Maker Abstract Penzu Graph CreateAGraph Chart Tool Organize Mindmeister YOU GOT IT! Return to Quiz
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YOU GOT IT! RBT Verb Question Stem Remember What happened after...?
How many...? What is...? Who was it that...? Name the ...? Find the definition of… Describe what happened after… Who spoke to...? Which is true or false...? Artifacts Tools Definition Quiz/Test Cramberry Fact Worksheet List Label ClaoolsssT Workbook YOU GOT IT! Return to Quiz
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YOU GOT IT! RBT Verb Question Stem Understand Artifacts Tools
Can you explain why? Can you write in your own words? How would you explain? Can you write a brief outline? What do you think could have happened next.? Who do you think? What was the main idea? Can you clarify? Can you illustrate? Does everyone act in the way that does? Artifacts Tools Recitation Summary Collection Example Show and Tell Outline Thinklinkr YOU GOT IT! Return to Quiz
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YOU GOT IT! RBT Verb Question Stem Apply Artifacts Tools Illustrate
Do you know of another instance where? Can you group by characteristics such as? Which factors would you change if? What questions would you ask of? From the information given, can you develop a set of instructions about? Artifacts Tools Illustrate Fotobabble Sculpture Interview Diary Penzu Presentation Performance YOU GOT IT! Return to Quiz
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YOU GOT IT! RBT Verb Question Stem Artifacts Tools Debate Quick Topic
Evaluate Is there a better solution to? Judge the value of... What do you think about? Can you defend your position? Do you think...is a good or bad thing? How would you have handled? What changes to.. would you recommend? Do you believe...? How would you feel if? How effective are? What are the consequences? What influence will....have on our lives? What are the pros and cons? Why is ....of value? What are the alternatives? Who will gain & who will loose? Artifacts Tools Debate Quick Topic Panel Edmondo Report MixedInk Diary Penzu Presentation Voki Performance GoAnimate YOU GOT IT! Return to Quiz
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YOU GOT IT! RBT Verb Question Stem Create Can you design a...to?
Can you see a possible solution to? If you had access to all resources, how would you deal with? Why don't you devise your own way to? What would happen if? How many ways can you? Can you create new and unusual uses for? Can you develop a proposal which would? Artifacts Tools Film Photo Story 3 GoAnimate Story Pixton Creaza Song Vocaroo Myna Plan Voicethread Spicey Nodes Media Product Animoto Glogster Painting Sumo Sketchpad YOU GOT IT! Return to Quiz
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TRY AGAIN Return to Quiz
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