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BLOOMING BENCHMARK BIRTHDAY

BLOOMING BENCHMARK BIRTHDAY. Harleton ISD August 11, 2003. Meet and Greet. You need to find: People born in the same decade (i.e. the 60’s) People with the same birth month People with the same birth day of the month (i.e. 8 th or 22 nd ). Successful Practices. Understanding TEKS

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BLOOMING BENCHMARK BIRTHDAY

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  1. BLOOMINGBENCHMARKBIRTHDAY Harleton ISD August 11, 2003

  2. Meet and Greet You need to find: • People born in the same decade (i.e. the 60’s) • People with the same birth month • People with the same birth day of the month (i.e. 8th or 22nd)

  3. Successful Practices • Understanding TEKS • Teaching all TEKS for each subject • Benchmarking – questions tied to TEKS • Questions at different levels • Individual/small group tutoring

  4. BIRTHDAYS mean: • Celebrations/milestones • One year’s experience • We want to keep having them • Repeat some experiences of the last year and add new ones (hopefully better) • For us, write questions at a higher level • We want to be in TAKS Land

  5. TAKS LAND TAKS LAND

  6. 2003 Reading/E/LA

  7. 2003 Math

  8. 2003 SOCIAL STUDIES

  9. 2003 SCIENCE

  10. 2003 WRITING

  11. Learning to Thinking . . . Didactic to Critical • The didactic theory of learning is to teach students what to think so that they learn what the teachers know. • The emerging critical theory is to teach students how to think so that they can find their own way through the problems & concerns they meet in life.

  12. Bloom’s Six Levels • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

  13. Name List Recognize Choose Label Relate Tell Recall Match Define Knowledge – Level 1 – RecallRemembering previously learned material, recalling facts, terms, basic concepts from stated text

  14. Compare Describe Outline Organize Classify Explain Rephrase Show Relate Identify Comprehension – Level 2 – UnderstandDemonstrating understanding of the stated meaning of facts and ideas

  15. Speculate Interpret Infer Generalize Conclude Inference – Level 2.5 – InferDemonstrating understanding of the unstated meaning of facts and ideas

  16. Apply Construct Model Use Practice Dramatize Restructure Simulate Translate Experiment Application – Level 3 – Put to useSolving problems by applying acquired knowledge, facts, and techniques in a different situation

  17. Analyze Diagram Classify Contrast Sequence Simplify Summarize Relate to Categorize Differentiate Analysis – Level 4 – Break DownExamining and breaking down information into parts

  18. Compose Design Develop Propose Adapt Elaborate Formulate Originate Solve Invent Synthesis – Level 5 – Put togetherCompiling information in a different way by combining elements in a new pattern

  19. Judge Rank Rate Evaluate Recommend Defend Justify Prioritize Support Prove Evaluation – Level 6 – JudgePresenting and defending opinions by making judgments about information based on criteria

  20. Applying Bloom’sUsing the story “Goldilocks & the Three Bears” • List the items used by Goldilocks while she was in the Bears’ house. (Knowledge) • Explain why Goldilocks liked Baby Bear’s chair the best. (Comprehension)

  21. Demonstrate what Goldilocks would use if she came to your house. (Application) • Compare this story to reality. What events could not really happen. (Analysis) • Propose how the story would be different if it were Goldilocks and the Three Fish. (Synthesis)

  22. Judge whether Goldilocks was good or bad. Defend your opinion. (Evaluation) Your turn to guess . . .

  23. Using the story, Little Red Riding Hood • 1. Illustrate the main idea of the story on a poster. • 2. Rank the characters from best to worst & explain how you ranked them. • 3. Create a new story by placing Red in a modern-day city.

  24. Answers: • 1. Application • 2. Evaluation • 3. Synthesis

  25. Using the story, Little Red Riding Hood • 4. Describe what Red did when she first saw the Wolf. • 5. Tell what happened to the grandmother in the story. • 6. Write out the main events in the story. Cut them apart & sequence them in proper order.

  26. Did you answer. . . • 4. Comprehension • 5. Knowledge • 6. Analysis

  27. Using the story, The Three Little Pigs • 1. Invent a new ending for the story where the Wolf comes out ahead. • 2. Using models, demonstrate which house stood up the best. • 3. Describe the materials used to build each home.

  28. Answers: • 1. Synthesis • 2. Application • 3. Comprehension

  29. Your turn to guess again. . . • 4. Read the story & list the type of home built by each pig. • 5. What is the relationship between the materials used to build each house and what happened to it when the wolf blew on it. • 6. Judge the homes from worst to best, according to strength, cost, and building time.

  30. Did you answer. . . • 4. Knowledge • 5. Analysis • 6. Evaluation

  31. Being a critical thinker is not only essential for school, but for students’ lives and careers. They must learn to do analysis – get a clear understanding of the data before they begin to form their opinions. • Asking the right questions seems to be a key in teaching students to be critical thinkers.

  32. “It is not what the teacher does but what he or she gets the students to do that results in learning.” Milton Glick

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