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A Framework for Thinking

A Framework for Thinking. Gail Holmes NCDPI - EOL. Overview. This session will focus on tools and resources aligned to Revised Blooms Taxonomy and how these resources can be used to connect content, pedagogy and higher order thinking while promoting mastery learning. Goals.

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A Framework for Thinking

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  1. A Framework for Thinking Gail Holmes NCDPI - EOL

  2. Overview This session will focus on tools and resources aligned to Revised Blooms Taxonomy and how these resources can be used to connect content, pedagogy and higher order thinking while promoting mastery learning.

  3. Goals • Examine resources to infuse thinking and learning • Provide participants with an interactive forum to share ideas • Share alignment of Revised Blooms with The North Carolina Standard Course of Study • Plan curriculum, instruction, and assessment that incorporates the five critical aspects of learning.

  4. URL http://ghholmes.pbworks.com Revised Blooms Taxonomy

  5. What is preventing you from effectively embedding technology into your curriculum?

  6. T H I N K I N G F R A M E W O R K

  7. Revised Bloom’s Interactive Quiz Adapted from work by Nancy Andrews, Emily Hodge, and Amy McElveen

  8. T H I N K I N G F R A M E W O R K

  9. Online Science Interactives

  10. Online Science Interactives

  11. Recommended Reading • Anderson, L. W. and David R. KrathwohlA Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Boston: Allyn & Bacon, 2001. • http://learnweb.harvard.edu/alps/thinking/intro.cfm#intro1 • http://farr-integratingit.net/Theory/CriticalThinking/index.htm • http://www.cwsei.ubc.ca/resources/files/ClickerWorkshopMaterials/Bloom%27s_Taxonomy%27s-GREEN.pdf • http://www.niu.edu/facdev/programs/handouts/blooms.shtml

  12. T H I N K I N G F R A M E W O R K

  13. RBT Verbs and Stems Return to Quiz

  14. 1 Students are to read a research article referencing a classroom experiment and summarize it in their own words. Which level of Bloom’s Taxonomy does this represent? A. Understanding B. Remembering C. Applying Return to Quiz

  15. 2 1, 2, 3, 4 4, 1, 3, 2 4, 1, 2, 3 1, 4, 3, 2 Students are assigned to read “The Immortal Life of Henrietta Lacks” and asked to complete a series of tasks. Order the tasks from lowest to highest according to Revised Bloom’s Taxonomy. Place the events in chronological order Write a new ending for the story Choose one of the story’s characters as a “best friend” and justify your choice On what date did this story begin Return to Quiz

  16. 3 Students will compare the structures and life functions of plant and animal cells, including major organelles (cell membrane, cell wall, nucleus, chloroplasts, mitochondria, and vacuoles). Which level of Blooms does this represent? Remembering Understanding Analyzing Return to Quiz

  17. 4 Students are asked to classify the items in a diagram as living or nonliving. What is the level of students thinking? Understand Apply Evaluate Return to Quiz

  18. YOU GOT IT! Return to Quiz

  19. YOU GOT IT! Return to Quiz

  20. YOU GOT IT! Return to Quiz

  21. YOU GOT IT! Return to Quiz

  22. YOU GOT IT! Return to Quiz

  23. YOU GOT IT! Return to Quiz

  24. TRY AGAIN Return to Quiz

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