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Phase II Essential Standards
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Phase I Phase II
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Lesson Plan Template
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Blooms Taxonomy
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Why use Bloom’s taxonomy? Write and revise learning objectives Plan curriculum Identifies simple to most difficult skills Effectively align objectives to assessment techniques and standards Incorporate knowledge to be learned (knowledge dimension) and cognitive process to learn Facilitate questioning (oral language = important role within framework)
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Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering OriginalRevised NounVerb
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Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering OriginalRevised NounVerb
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Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering OriginalRevised NounVerb
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Remembering Understanding Applying Analyzing Evaluating Creating
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Guides student thinking through the factual material to inductively arrive at the generalization Can be factual, conceptual, or provocative (debatable) Engages student interest and intellect Promotes discussion and debate Promotes inquiry Each generalization should have 3-5 questions A unit may have 2-3 provocative questions for the entire unit. Guiding or Essential Questions
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Locked in time, place, or situation In what ways did the increasing industrialization and overproduction in the late 19th century in the U.S. lead to a need for foreign markets? Factual Questions
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These questions can transfer over time and space Why do stronger nations conqueror weaker nations? Conceptual Questions
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These questions have no right or wrong answer and should stir debate Can a nation have too much wealth? Is war ever justifiable? Provocative Questions
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http://ozpk.tripod.com/0000000EQ Essential Questions in Teaching and Learning Essential Questions http://www.greenville.k12.sc.us/league/esques.html http://questioning.org/mar05/essential.html Essential Questions 2 http://www.huffenglish.com/?p=363 Understanding By Design: Essential Questions Web Resources
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Learning Targets are written in terms of learning outcomes: What will the STUDENT be able to do as a result of the lesson? Learning Targets are to be simplistic & student-friendly Learning Targets are “I can…” statements I can identify the causes of the War of 1812. I can compare Christmas and Kwanza. I can explain the motives of Spanish exploration.
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Core Content and Outcomes Support Systems www.21stcenturyskills.org
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Elements of 21 st Century Learning 21 st Century Themes Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy
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The Skills Global Awareness: bring the outside in… Financial, Economic, Business, and Entrepreneurial Literacy: you have to give something to get something Civic Literacy: we are part of a democracy and we have a voice Health Literacy: the decisions we make on how we take care of ourselves impact every aspect of our lives Environmental Literacy: we use resources & resources are not unlimited, we create waste and waste takes space
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Elements of 21 st Century Learning Leadership Ethics Accountability Flexibility and Adaptability Personal Productivity Personal Responsibility People Skills Initiative and Self-direction Social and Cross-Cultural Skills
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Elements of 21 st Century Learning Critical Thinking and Problem Solving Communication Creativity and Innovation Skills Collaboration Skills Contextual Learning Skills
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Elements of 21 st Century Learning Information Literacy Media Literacy ICT (Information, Communications and Technology) Literacy
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“A Change is Gonna Come!”
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Contact Information Adapted from Cheryl Fuller:cfuller62@nc.rr.comcfuller62@nc.rr.com 919-971-6068 Resources www.21stcenturyskills.org www.polleverywhere.com www.wordle.net Did You Know 4.0 http://www.youtube.com/watch?v=6ILQrUrEWe8http://www.youtube.com/watch?v=6ILQrUrEWe8 www.peacecorps.gov/wws/conference/ppt/crawford_luke_lamas.ppt
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