1. Waukee High School February 12, 2010
Bloom’s, HOTS, SCC
Waukee High School
February 12, 2010

2. Sharing Partner with someone in a different content area. Discuss
Changes in your lesson
Why version two is better
Implications for your classroom
Connections to inference
Share with large group
One important insight

3. Revision At-a-Glance
In their revision, Anderson and Krathwohl did two things. First they renamed the levels, changing the labels from nouns to verbs/gerunds and reversed the order of the top two levels.
Refer to Bloom’s article p. 213 for original Taxonomy, p. 215 for revised cognitive processes structure, and p. 214 for knowledge dimension structure. Take a minute to look at sublevels in original and new sublevels in revised. Make particular note of “understanding” and the gerunds under it. These are processes we typically associate with HOT. This term may create some confusion because the “rules” of curriclum mapping say we shouldn’t use the term – too vague. Kids have to demonstrate something. Look more closely…

4. Review Bloom’s cognitive levels chart and key words handout
How will viewing your lessons through the lens of Bloom’s Taxonomy change learning for your students?

5. Student Centered Classrooms
Number off to form groups
Split group – half consider students; half consider teachers
Read the SCC brief found on the WHS Inference Wiki
With your group, discuss what one would observe teachers and students doing and saying in a student-centered classroom.
Record on left side of appropriate T-chart

6. Step Two
View Sarah Brown-Wessling Grant Proposal Project video through the lens of your group’s focus (teacher or student)
Individually record what Sarah and her students do that exemplify the teacher/student actions on your group’s T-chart
Share as a group and record in the right hand column of the chart
Combine teacher and student groups and discuss

7. Grant Proposal Project

8. Reflecting
What do you do that supports a student-centered classroom? What is the evidence?
How do the characteristics and actions in a student centered classroom connect to higher order thinking?
In what professional development have you engaged that supports student-centered classrooms? Explain the connections between this professional development and student-centered classrooms. What changes have occurred in classroom instruction as a result of this work?

9. Step Three
Make connections between notes and the teacher/student actions identified on the T-chart
Team members share their connections with the table group and record them on the concept map.
Look for common connections that were made by table group members. Be prepared to share these connections with the whole group.

10. Magnet Summary Sheet of paper folded in fourths
Write “student centered classrooms” in the middle
In each corner write an important word or phrase connecting SCC to HOT
Across the bottom write a short summary statement
Find a partner and share