1. Teachers want Students who... come prepared to class. Teachers want students who…… Students want Teachers who... explain the lesson well. Students want teachers who……

2. The Role of the Teacher Teacher centered classroom (lecture, notes test) Student centered classroom (cooperative learning paired acTivities, rubrics assessment) Sage on the Stage vs. Guide on the Side "A good teacher knows when to act as Sage on the Stage and when to act as a Guide on the Side. Because student-centered learning can be time-consuming and messy, efficiency will sometimes argue for the Sage. When students are busy making up their own minds, the role of the teacher shifts. When questioning, problem-solving and investigation become the priority classroom activities, the teacher becomes a Guide on the Side."

3. In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.

4. 1.Knowledge : arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state. 2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, 3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

5. 4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. 5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. 6. Evaluation: appraise, argue, assess, attach, choose, compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate.

6. Teachers' Corner Comprehension: using Bloom's Taxonomy Many students are directed to read classroom assignments for the purpose of answering factual questions. This type of reading for literal comprehension is often emphasized because of the ease and equity of evaluation. The emphasis is limiting because many students do not develop a personal attachment to books they read. They do not see reading as a bridge to their imaginations, a way to understand how others live their lives, or a method to gain self-understanding and evaluation. Questions that teachers ask can have a greater and more diverse purpose than just the simple recall of facts. If this can be accomplished, it is likely that students will place a higher value on reading, continue to turn to it for pleasure and as a resource, and will establish it as a life-long habit

7. Goldilocks and the Three Bears Develop questions that reflect the progression of thinking. Not all levels need to be developed for every selection. Consider a range that will lead the student to the greater purpose of reading. Each level of Bloom's original taxonomy has been illustrated the story of Goldilocks and the Three Bears was used for general understanding.

8. Comprehension: Bloom's Taxonomy

9. Goldilocks and the Three Bears Once upon a time there were three bears; the mother bear, the father bear and the baby bear who lived in a house in the woods. One morning the mother bear made porridge for breakfast. When the three bears sat at the table to eat, they found that the porridge was too hot. "Let's go for a walk to the river," the mother bear said. "The porridge will be cool enough to eat when we return." So off they went. Nearby, Goldilocks was walking in the woods. "I've been walking such a long time, and I'm tired and hungry," Goldilocks said. Just then Goldilocks saw the three bear's house. "Maybe there is something to eat in there," Goldilocks said, and went inside. Goldilocks saw the food on the table, and decided to try it. First Goldilocks tried the father bear's porridge but it was too hot. Then Goldilocks tried the mother bear's porridge but it was too cold. But the baby bear's porridge was just right, and Goldilocks ate it all up.

10. Goldilocks and the Three Bears "My goodness I'm sleepy," Goldilocks said entering the bedroom. Goldilocks sat on the father bear's bed, but it was too hard. Goldilocks then sat on the mother bear's bed, but it was too soft. The baby bear's bed was just right, and Goldilocks fell asleep there. In a short while the three bears returned from the river. "Someone's been eating my porridge!" said the father bear. "Someone's been eating my porridge too!" said the mother bear." Someone's been eating my porridge, and they at it all up!" cried the baby bear. They looked around the house to find who had done this. When they looked in the bedroom they saw Goldilocks asleep on baby bear's bed. Just then Goldilocks woke up, saw the three bears and screamed. The three bears tried to catch Goldilocks, but Goldilocks ran out of the woods and all the way home. The End.

11. Goldilocks and the Three Bears Knowledge the recall of specific information -Who was Goldilocks? Where did she live? With whom? -What did her mother tell her not to do?

12. Goldilocks and the Three Bears Comprehension an understanding of what was read -This story was about __________. (Topic) -The story tells us ________. (Main Idea) -Why didn't her mother want her to go to the forest? -What did Goldilocks look like? -What kind of girl was she?

13. Goldilocks and the Three Bears Application the converting of abstract content to concrete situations -How were the bears like real people? -Why did Goldilocks go into the little house? -Write a sign that should be placed near the edge of the forest. -Draw a picture of what the bear's house looked like. -Draw a map showing Goldilocks’ house, the path in the forest, the bear's house, etc. -Show through action how Goldilocks sat in the chairs, ate the porridge, etc.

14. Goldilocks and the Three Bears Analysis the comparison and contrast of the content to personal experiences -How did each bear react to what Goldilocks did? How would you react? -Compare Goldilocks to any friend. Do you know any animals (pets) that act human? -When did Goldilocks leave her real world for fantasy? How do you know?

15. Goldilocks and the Three Bears -Synthesis -the organization of thoughts, ideas, and information from the content -List the events of the story in sequence. -Point out the importance of time sequence words by asking: What happened after Goldilocks ate the Baby Bear's porridge? What happened before Goldilocks went into the forest? What is the first thing she did when she went into the house? -Draw a cartoon or stories about bears. Do they all act like humans? Do you know any other stories about little girls or boys who escaped from danger? -Make a puppet out of one of the characters. Using the puppet, act out his/her part in the story. -Make a diorama of the bear's house and the forest.

16. Goldilocks and the Three Bears Evaluation the judgment and evaluation of characters, actions, outcome, etc., for personal reflection and understanding -Why were the bear's angry with Goldilocks? -Why was Goldilocks happy to get home? -What do you think she learned by going into that house? -Do you think she will listen to her mother's warnings in the future? Why? -Do parents have more experience and background than their children? -Would you have gone in the bear's house? Why or why not? -Do you think this really happened to Goldilocks? Why? -Why would a grown-up write this story for children to read? -Why has the story of Goldilocks been told to children for many, many years?