1. Bloom’s Taxonomy for your INDIE Book

2. What is Higher-order thinking?
Higher-order thinking allows a student to:
•transform information and ideas
•combine facts and ideas to synthesize, generalize, explain, hypothesize
•arrive at some conclusion or interpretation
•solve problems, gain understanding and discover new meaning..
(Department of Education, Queensland, 2002, p. 1)

3. Higher-order thinking
BLOOM’S TAXONOMY (revised) 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    Analysing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding   Applying Using information in another familiar situation Implementing, carrying out, using, executing   Understanding=relating meaning and explaining ideas (Sounds like: Interpreting, summarizing, paraphrasing, classifying, explaining)   Remembering=basic recall of terms, facts, and concept (Sounds like: recognizing, listing, describing, retrieving, naming, finding)  

4. What does Bloom’s Taxonomy look like when I apply it to my reading?

5. Lower Order Thinking Skill: Remembering

6. Remembering on Post-it Notes…
List the facts you learned from this chapter.
List the characters and describe them.
List and define five new words you learned in this chapter.
Write a list of keywords you know about….
What characters were in the story?
Identify the problems a character has in the story and tell how they solved them.

7. Lower Order Thinking Skill: Understanding

8. Understanding on Post-it Notes
Explain why the character solves the problem or acts in this particular way.
Summarize the important events in the passage.
Prepare a flow chart or outline to illustrate the sequence of events.
Paraphrase or retell this chapter in the book in your own words.
Explain why you agree/disagree with something someone does in the chapter.
Explain how the chapter connects with the title of the book.
Explain what the author’s purpose is in writing the book.
Tell in your own words how the setting of the story makes it more interesting.
Explain the main idea of the chapter.
Explain that the tone or theme might be and how that is important to the story.

9. Applying
 The learner makes use of information in a context different from the one in which it was learned.
Implementing
Carrying out
Using
Executing
 Can you use the information in another
familiar situation?

10. Applying on Post-it Notes
Write a diary entry for a character in this passage
Explain how this passage reminded you of yourself.
What would the main character be likely to do if he/she visited our classroom?
If you were in a problem situation like one in this chapter, how would you have acted?
Describe a lesson you are learning from the story.
How might you have handled a problem situation like one in the book?
Write a letter to a friend recommending this book.
List the places in the book that are important. Make a map including these places as you imagine they may look.

11. Higher Order Thinking Skill: Analyzing

12. Analyzing on Post-it Notes
Use a Venn Diagram to show how two topics are the same/different
Survey classmates to find out what they think about a particular topic. Analyze the results.
Classify the actions of the characters in the book
Make a family tree showing relationships.
Find one word that aptly describes a character in your book. Give five reasons for your choice of words.
Compare the time or place of the story to when and where you live.
Write a news article with the 5 W’s and H to tell about this chapter.
Tell 4-5 ways a character is like you.
Compare/contrast this book with the last book you read.
Compare/contrast two of the characters in this book.
Explain what you think might happen next.

13. Higher Order Thinking Skill: Evaluating

14. Evaluating on Post-it Notes
Who do you think the author intended to read this book, and why?
If you could only save one character from the book in the event of a disaster, which one would it be and why?
Is the title a good one or poor one? Why or why not?
Which character in the book would you choose for a friend? Why?
What did you think was the most interesting part of the book? Why?
Did the author end the story effectively? Defind your opinion with reasons.
Evaluate the character’s actions in the story

15. Higher Order Thinking Skill: Creating

16. Creating on Post-it Notes
Write about what you would change in the story, and why.
Rewrite the passage from another character’s point of view.
Organize the story into subsections and give each one a title.
Write a book recommendation for your book.
Explain what you believe is the climax of the story, and tell why.
Identify one problem in the book and give an alternate solution not given by the author.
Write a TV show play, puppet

17. Sample Annotation on Post –it Note
… Anything worth dying for is certainly worth living… for…
Joseph Heller, Catch-22
Understanding/Paraphrasing: The author is saying that sometimes people think something is only valuable if you are willing to sacrifice to the point of death for it. If it is that valuable, one should be willing to live for it, too.

18. Sample Annotation on Post-it Note
Evaluating:
I am dazed by all the abusive exchanges that have taken place in this virtuous house during the past month. Daddy goes about with his lips tightly pursed; when anyone speaks to him, he looks up startled, as if he is afraid he will have to patch up some tricky relationship again. Mummy as red patches on her cheeks from excitement. Margot complains of headaches. Dussel can’t sleep. Mrs. Van Daan grouses the whole day and I’m going completely crazy. Quite honestly, I sometimes forget who we are quarreling with and with whom we’ve made it up.
The only way to take one’s mind off it all is to study, and I do a lot of that.
The Diary of Anne Frank
My life has so little stress compared to Anne’s. I cannot imagine thinking that homework is a stress relief for me because everything else around me is so chaotic. Living during the Holocaust must have been a huge burden on family life, as is seen in this passage. Every relationship took on a unique dynamic…