1. From Here to There “ From Here to There ” Louise Van de Water Kelston Girls College

2. What are we doing?  Using Blooms Taxonomy to shape 3 level guides and retrieval grids to move students on to higher order thinking in their reading and writing and thus to more academic success.

3.  By studying Blooms Taxonomy and using what we know of it to shape our questions for a retrieval grid.  We will look at a retrieval grid using the ‘Alcohol’ resource and study a model and see how they work.  We will then use School Journal Part 4 No2 2010, choose a text and, in groups, construct a retrieval grid How will we do it?

4. How will I know I have been successful?  I will know what Blooms Taxonomy is  I will know how to apply it to the creation and use of a retrieval grid.

5. Bloom’s Revised Taxonomy  Understanding  Explaining ideas or concepts  Interpreting, summarising, paraphrasing, classifying, explaining  Remembering  Recalling information  Recognising, listing, describing, retrieving, naming, finding

6. Bloom’s RevisedTaxonomy Bloom’s Revised Taxonomy  Analysing  Breaking information into parts to explore understandings and relationships  Comparing, organising, deconstructing, interrogating, finding  Applying  Using information in another familiar situation  Implementing, carrying out, using, executing

7. Bloom’s RevisedTaxonomy Bloom’s Revised Taxonomy  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

9. How to share a new strategy with students  Share the purpose of the strategy  Model the strategy and ask/explain why it might help to read better/write better  Get students to use the strategy  Collect student voice in regards to what they did/why they did it/how it helped them to learn  Share with students their collated voice  Give feedback and repeat the process until the evidence shows independence (task or student voice)

10.  Have clear learning intentions  Develop challenging success criteria  Understand and use a range of learning strategies  Know when students are not progressing  Provide feedback  Visibly learn themselves

11.  Understand learning intentions  Be challenged by success criteria  Develop a range of learning strategies  Know when they are not progressing  Seek feedback  Visibly teach themselves

12. What is Thinking?  Reflecting on own learning  Questioning  Seeking, using and creating knowledge  Using creative, critical and meta cognitive processes  Challenging assumptions and perceptions  Understanding and using thinking tools

13. What is Managing Self?  Having a “can-do” attitude  Developing strategies for meeting challenges  Self – assessment  Students seeing themselves as capable learners  Reliability and resilience  Setting goals and developing plans

14. What is Using language, texts and Symbols?  Making meaning of language  Using ICT for learning  Scientific skills  Inquiry Learning  Reading Comprehension skills.  Mathematical skills  Communicating ideas and experience  Interpreting visual images  Writing skills

15. Retrieval Grid What happened? Who was involved? Where did this happen? What affect does excess alcohol have on your system? Your response to this text?

16. Retrieval Grid