1. David Steer Department of Geology & Environmental Sciences University of Akron August 2007 Improving Student Success by Scaffolding Learning

2. Practical Application Complete the Introductory Exercise found in your workshop notebook for the Improving Student Success by Scaffolding Learning session. Just note difficulty level. How did you decide difficulty?

3. Scaffolding Learning: Goal 1 To understand the features of Bloom’s Taxonomy - a framework for scaffolding learning. Level 0: I have never heard of Bloom’s Taxonomy (BT). Level 1: I can identify how many levels there are in BT. Level 2: I can place several levels of BT in correct order. Level 3: I can describe and name the six categories of BT. Level 4: I can explain how I might use BT in planning a lesson.

4. Teaching and learning goals can be ordered using Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation memorization and recall understanding using knowledge taking apart information reorganizing information making judgements Conceptests Venn Diagrams Text Concept Maps Open-ended questions can be used for all categories. Evaluation Rubrics Conditions for Intellectual Growth

5. Scaffolding Learning: Goal 2 To create exercises representing all categories of Bloom’s Taxonomy (BT) Level 1: I understand where multiple choice questions and essay questions might place in BT. Level 2: I can classify a series of simple questions in BT. Level 3: I can analyze how to classify a series of exercises based on the categories of BT. Level 4: I can make up questions representative of the six categories of BT.

6. Practical Application Complete the Bloom’s Taxonomy Exercise found in your workshop notebook for the Improving Student Success by Scaffolding Learning session. Work with a partner