from here to there “ from here to there ” louise van de water kelston girls college
TRANSCRIPT
“From Here to ThereFrom Here to There”
Louise Van de WaterKelston Girls College
What are we doing?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.
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?How will we do it?
How will I know I have been How will I know I have been successful?successful?
I will know what Blooms Taxonomy is
I will know how to apply it to the creation and use of a retrieval grid.
Bloom’s Revised TaxonomyBloom’s Revised Taxonomy
Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing,
classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving,
naming, finding
Bloom’s RevisedBloom’s Revised TaxonomyTaxonomy
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
Bloom’s RevisedBloom’s Revised TaxonomyTaxonomy
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
How to share a new strategy with studentsHow 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)
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
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
What is Thinking?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
What is Managing Self?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
What is Using language, texts and Symbols?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
Retrieval GridRetrieval Grid
What happened?
Who was involved?
Where did this happen?
What affect does excess alcohol have on your system?
Your response to this text?
Retrieval GridRetrieval Grid