Blooming Menus

Bloom’s Taxonomy: Theory into PracticeTricia Smith

June 10th, 2010

Agenda8:30-8:50 Welcome, Introductions,

Workshop Objectives

8:50-9:20 Bloom’s Taxonomy Overview

9:20- 9:45 Connecting Bloom’s Cognitive Processes to TEKS

9:45 – 10:00 Break

10:00-11:30 Menus: From Creation to Assessment

11:30-12:30 Lunch

12:30-1:00 Wiki Overview

1:00-3:30 Menu Creation and Collaboration

Workshop Objectives

• Understand the levels and practical applications of Bloom’s Taxonomy

• Collaborate with colleagues to create concept menus that emphasize higher level thinking skills

• Post a variety of completed menus or potential menu ideas to TAG Cluster Teacher Wiki.

http://tagclusterteachers.wikispaces.com/

If you don’t have a current wiki account please visit http://www.wikispaces.com to set one up.

Intro to Bloom

• In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. This became a taxonomy including three overlapping domains: Cognitive (knowledge) Affective (attitude) Psychomotor (physical skills)

Cognitive• Cognitive learning is demonstrated by knowledge recall

and the intellectual skills: comprehending information, organizing ideas, analyzing and synthesizing data, applying knowledge, choosing among alternatives in problem-solving, and evaluating ideas or actions.

• Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which was classified as evaluation.

Affective and Psychomotor• The affective domain (Krathwohl, Bloom, Masia, 1973)

includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex:

• Psychomotor learning is demonstrated by physical skills; coordination, dexterity, manipulation, grace, strength, speed; actions which demonstrate the fine motor skills such as use of precision instruments or tools, or actions which evidence gross motor skills such as the use of the body in dance or athletic performance.

• http://www.nwlink.com/~donclark/hrd/bloom.html

Original Bloom’s Taxonomy

Original Bloom’s Taxonomy

HigherThought

Processes

Lower Thought

Processes

Revised Bloom’s Taxonomy

Original Bloom’s Taxonomy

Revised Bloom’s Taxonomy

During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy to reflect relevance to 21st century work.

Note the change from Nouns to Verbs to describe the different levels of the taxonomy.

Cognitive Processes• Remembering: Memorizing and repeating

information verbatim• List• State

• Understanding: Demonstrating understanding of terms and concepts• Explain in your own words• Interpret

• Applying: Applying learned information to solve a problem• Calculate• Solve

Lower Thought

Processes

Higher Thought

Processes

Cognitive Processes• Analyzing: Breaking things down into their

elements, formulating theoretical explanations or mathematical or logical models for observed phenomena• Derive• Explain

• Evaluating: Making and justifying value judgments or selections from among alternatives• Determine• Select• Critique

• Creating: Creating something, combining elements in novel ways• Formulate• Make up• Design

Lower Thought

Processes

Higher Thought

Processes

Bloom’s TEKSonomy Vertical TEKS

Name ___________________________________________________________Due Date__________________________ 3rd Grade Menu TEKS 3.4ABC, 3.6BC, 3.7AB, 4.4B, 4.5B

Multiplication and Division Make 3 in a row, Tic-Tac-Toe going horizontally or vertically.

÷ X board game Design a board game that can be played in class. Your game needs to be an educational game about multiplication and division. You need to have:

Instructions on how to play Name your game The rest is up to you! You are

the creator!

Do You Need a Doggie Bag? “For one # to be evenly divisible by another means that it can be divided by it with no leftovers; the remainder is zero.” Randomly pick 10 numbers that range from 3 – 6 digits. Pick a divisibility rule to use and write it on your bag. Decorate the outside of your bag with the numbers that are divisible by the # you chose and prove it. Decorate the inside of your bag with the numbers that have leftovers. Check Mrs. Smith’s website for the “Divisibility Rules” to help you.

Multiplication in Seconds To do this activity, you need to commit to it for two full weeks. You will need to have 10 daily rewards to turn in. Visit Mrs. Smith’s website. Find the “Links” page. Find “Multiplication in Seconds.” Click “Mixed” to change the word on the chalkboard to say “mixed.” Click “Start.” Print of your daily reward. After you have 10 rewards, you will graph your results. See Mrs. Smith.

How Long? How Many? Players: 2 or more Materials: Graph Paper, Markers, two dice, one marker. Directions: Roll both dice. The numbers you roll become the factors for your array. Create the array on your graph paper. Write the multiplication equation for that array in the center of the array. The game is over when one of the players can’t place an array because there is no more room on the grid. Figure out how many of your squares are covered and how many are uncovered. The player with the most squares covered wins. Rounds: You will need to play two rounds.

Multipl ication Chart Cr eat e a mul t i pl i cat i on char t t hat shows al l of t he f act s 1- 12. Anal yze t he char t t o fi gur e out how t he mul t i pl i cat i on char t coul d doubl e as a di vi si on char t . Wr i t e a par agr aph t o j ust i f y your answer . I ncl ude an exampl e i n your par agr aph.

Factor House Find all of the factors for an even number that is larger than 30. Create a Factor House that shows one factor on the outside of the window and its factor partner on the inside. Write the product of all of these factors on the door. “The House of ____”

Multiple Mansion Select any numeral between 3 and 12. Find at least 25 multiples of the numeral you select. Create a mansion to illustrate the multiples by making each multiple a window to yet another room in the mansion. Write your factor on the door.

Going Digital

Get a laptop and log on to Pearson Success Link through the TvES homepage. Complete the “Going Digital” activities listed below. Pg 105 Use Multiplication to Divide Pg 123 Multiplying with Mental Math Pg 189 Division Patterns

You Decide!

Submit a proposal form to Mrs. Smith for approval.

General Contractor You are building a house. Each room in our house needs to be an array. Your house must have: at least 3 bedrooms, 2 bathrooms, a kitchen, an office, a living room, and a dining room. You can add extra rooms if you have the space. Calculate the area for each room. Find the sum of all areas. The total area of your house needs to be between 1,900 and 2,000 square feet.

3rd & 4th Grade Mult/Div Menu

Free Choice Proposal Form

Free Choice Proposal and Tips

Objective to Outcome4th Grade Geometry TEKSonomy

Blooms Level TEKS Objective Menu Activities and

Corresponding Bloom's Level

1 Knowledge/

Remembering

4.8A identify right, acute, and obtuse angles 4.8B identify models of parallel and perpendicular lines 4.10 recognizes the connection between numbers and points on a number line. The student is expected to locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths

Sketch Artist - 3: Pick a spot around the school to sit and sketch geometric art. They will outline the geometric concepts with sharpie and label the part. Picture Dictionary - 3: Create a picture dictionary that illustrates geometric concepts

2 Comprehension/ Understanding

4.8C describe shapes and solids in terms of vertices, edges, and faces

What's My Rule - 4: Sort shapes using a tri-venn diagram. Have others guess rule. Geometric Nets - 4: Determine 3-D solid based on the net. Fold to see if correct. Geometric Nets - 5/6: Design a geometric net unlike any you have seen for a pyramid or prism. Court Case - 5/6: Have pairs write arguments that support one of the following: A cone is or isn't classified correctly and should be a member of the pyramid family.

3 Application/

Applying

4.9A demonstrate translations, reflections, and rotations using concrete models 4.9B use translations, reflections, and rotations to verify that two shapes are congruent 4.9C use reflections to verify that a shape has symmetry

Performance Art - 5/6: Students write a performance art piece that illustrates each of the geometric concepts in a creative way.

4th Grade Geometry

MENUS: FROM CREATION TO ASSESSMENT

What is an Extension Menu?

An extension menu is an array of independent learning activities presented in a ‘choice’ or ‘menu’ format to provide students with options for extending or enriching the essential curriculum.

Why Use Extension Menus?• Enrich or extend the essential curriculum

• Minimizes Glass Ceiling (invisible barrier that limits what students are allowed to learn)

• Provide alternative activities that address the differing abilities, interests, or learning styles of all students

• Allow choiceGeometry Book Geometry Book

Assignment

Why Use Extension Menus?• To differentiate the learning experience for

gifted students, we adjust the content, the learning processes, the types of products that are created, and the learning environment through different expectations, places to do their work, and assessment practices.

Winebrenner, Susan. Teaching Strategies for Gifted Students. http://www.susanwinebrenner.com/handouts.html

Pros ConsStrategy spans all curricular areas

Time consuming planning process

Can target specific learning activities for an individual student or small group

Allows student choice as well as challenge

The creation of multiple choices to accomplish same objective

Students’ choices reveal their interests, abilities and learning styles

Promotes higher level thinking skills

Must allow time for menu work

Encourages the development of independent thinking

Easily adaptable for tiered activities

Grading is more subjective and time consuming

Classroom Uses of Extension Menus• Anchoring activity (defined by Carol Ann

Tomlinson as, “meaningful work done individually and silently”) especially when children first begin a class or when they finish assigned work

• Culminating activity (performance assessment)

• Follow-up activity Learning center Independent activityHomework

Kinds of Menus• “Menu”: Appetizers, Main Dish (levels 1-2), Side

Dishes (levels 3-4), and Desserts (levels 5-6)

• Tic-Tac-Toe or Think Tac Toe

• List Menu

• 2-5-8 Menu

• Baseball

• Game Show Menu

• Choice Board

• Learning Contracts

• Menu Templates

Photosynthesis Menu

Sample Tools

Measurment LC Extensions

Measurement LC

Menu Considerations

Laurie Westphal, 2007 Handouts from Meaningful Menus for Creating choice in your Classroom! Workshop

Assessment

• General Grading Rubric (attachment below) Supplement to General Rubric

• Completed on time or by compromised extension date

• Daily Project Log Completion

Create your own rubric at Rubistar

Rubric Ideas at Practical Assessment, Research, and Evaluation

All Purpose Product Rubric

4th Geo TEKSonomy Rubric

Daily Project Log

USING BLOOM TO CREATE MENUS

Bloom-based Verb Wheel

Objectives, Activities, & Assessments

Level Level Attributes Keywords Example

Objective Example Activity Example Assessment

1: Knowledge

Rote memorization, recognition, or recall of facts.

list, recite, define, name, match, quote, recall, identify, label, recognize

“By the end of this course, the student will be able to recite Newton’s three laws of motion.”

Have students group up and perform simple experiments to the class showing how one of the laws of motion works.

Use the following question on an exam or homework. “Recite Newton’s three laws of motion.”

2: ComprehensionUnderstanding what the facts mean.

describe, explain, paraphrase, restate, give original examples of, summarize, interpret, discuss

“By the end of this course, the student will be able to explain Newton’s three laws of motion in his/her own words.”

Group students into pairs and have each pair think of words that describe motion. After a few minutes, ask pairs to volunteer some of their descriptions and write these descriptions on the board.

Assign the students to write a simple essay that explains what Newton’s laws of motion mean in his/her own words.

3: ApplicationCorrect use of the facts, rules, or ideas.

calculate, predict, apply, solve, illustrate, use, demonstrate, determine, model

“By the end of this course, the student will be able to calculate the kinetic energy of a projectile.”

After presenting the kinetic energy equation in class, have the students pair off for just a few minutes and practice using it so that they feel comfortable with it before being assessed.

On a test, define a projectile and ask the students to “Calculate the kinetic energy of the projectile.”

http://teaching.uncc.edu/resources/best-practice-articles/goals-objectives/objectives-using-bloomAdobe Acrobat

Document

Objectives, Activities, & Assessments

Level Level Attributes Keywords Example

Objective Example Activity Example Assessment

4: Analysis

Breaking down information into component parts.

classify, outline, break down, categorize, analyze, diagram, illustrate

“By the end of this course, the student will be able to differentiate between potential and kinetic energy.”

Present the students with different situations involving energy and ask the students to categorize the energy as either kinetic or potential then have them explain in detail why they categorized it the way they did, thus breaking down what exactly makes up kinetic and potential energy.

Give the students an assignment that asks them outline the basic principles of kinetic and potential energy. Ask them to point out the differences between the two as well as how they are related.

5: SynthesisCombining parts to make a new whole.

design, formulate, build, invent, create, compose, generate, derive, modify, develop

By the end of this section of the course, the student will be able to design an original homework problem dealing with the principle of conservation of energy.”

Tie each lecture or discussion to the previous lectures or discussions before it, thus helping the students assemble all the discreet classroom sessions into a unified topic or theory.

Give the students a project in which they must design an original homework problem dealing with the principle of conservation of energy.

http://teaching.uncc.edu/resources/best-practice-articles/goals-objectives/objectives-using-bloom

Objectives, Activities, & Assessments

Level Level Attributes Keywords Example

ObjectiveExample Activity

Example Assessment

6: Evaluation

Judging the value or worth of information or ideas.

choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate

“By the end of the course, the student will be able to determine whether using conservation of energy or conservation of momentum would be more appropriate forsolving a dynamics problem.”

Have different groups of students solve the same problem using different methods, then have each group present the pros and cons of the method they chose.

On a test, describe a dynamic system and ask the students which method they would use to solve the problem and why.

http://teaching.uncc.edu/resources/best-practice-articles/goals-objectives/objectives-using-bloom