221+Agenda+9.10.13

Whadya Think?
Post questions, comments, ideas to discuss based on your professional engagement research on Bloom's Taxonomy. (To post - 1) Sign in, 2) Click "edit", 3) Type your entry, 4) Sign your post (three tildes ~), 5) Click "save")

I signed my post user:Anny1

I think that Bloom's taxonomy is helpful in planning activities for your class in an order that facilitates learning. Since the learning levels are best taught from easiest to hardest (using remembering first and finishing the topic with creating), it helps you figure out an organized way of planning activities that will help the students master of what you are teaching them. For example, if your students are learning about WW2, you can use Bloom's taxonomy to first have the students make an outine of the events of WW2. You can move onto the later levels after, like having them ananlyze the war by making a comic strip about it. Finally, they can create a skit about the war to demonstrate that they have moved onto the final level of learning: creating!

user:sdouglas15

I think Bloom's Taxonomy is extremely helpful in encouraging higher levels of learning. In high school, all of my English teachers were big fans of Bloom's taxonomy and used it almost every day in class. It definitely got me thinking more creatively and helped me truly understand the curriculum instead of just reading a book and memorizing facts. However, I'm wondering how it can be used in the setting of a math class. Because math is mostly memorization and facts, it seems like the higher levels such as creating and evaluating would be harder to include in a lesson than __#|lower__ levels such as remembering and understanding. user:ckeever1

I feel that Bloom's Taxonomy can be used in all subjects, including math. Though I did not like it very much, my teacher in 6th grade gave us a math lesson with difficult homework each day. We were required to create our own story problem that followed the lesson that was learned that day and those problems could be eligible to appear on the test for that chapter if they were of good quality. Thus, we were required to perform each of the levels of taxonomy in order to do well in that class. user:awestby11

Bloom's Taxonomy acts as an incredible resource for teachers in a variety of ways. Not only does it break down and explain the hierarchical levels of learning that will help when planning and instructing lessons/activities, but also allows the teacher to assess and grade students' work based on these levels. It helps to take away what I call a checklist grading system, where everything has to be done a certain way with a black-and-white answer. I too feel that it can be implemented in all subjects including math, it would just be used to a different extent in each of the six levels. It again also provides the teacher with a way to grade on different levels of understanding rather than just the right answer. A teacher could reward a student that was very creative on a certain math project or did a great job breaking down a complex problem into simpler parts and clearly showed all their work and a high level of analyzation. user:treuter2

In my opinion, Bloom's Taxonomy is a good way to organize curriculum and lesson plans for teachers. It is important to teach material in a variety of different ways because not only does it help engage students, it is also essential for all the different types of learners that a teacher will have in a class. Bloom's Taxonomy also acts as a type of checklist and game plan for reaching their students different levels of understanding. I could definitely see how it could work in a classroom, specifically English. This could consists of something such as doing research, followed by making a timeline or video, having a discussion and doing a survey at the end, or something to that extent. I'm still slightly confused on the whole process. I guess I would just like to know how I could best utilize this process in the classroom, with specific ideas. user:Christina_R1

I think Bloom's Taxonomy is a great tool for teachers to follow and is a great way for students to learn. It seems like it can be more easily used in settings like an English or History class where it is easier to choose a topic that lets students create something that demonstrated their learning. For instance, in high school, one of my teachers had us make a parody movie of Romeo and Juliet and I can still remember almost every part of that play based off the parody my friends and I made. Unfortunately, It seems a lot of teachers just get to the remembering stage and feel as if the students understand the material. Like if a student gets an A on a test they mastered the remembering skill but most likely will forget the majority of that info by the next week. I think for math this could be very difficult to use and I would love to see some examples for how it could work. user:pauljm12

I think that Bloom’s Taxonomy is a tool that all teachers can use in various aspects of their classrooms. For some teachers, such as art and English, finding ways to incorporate Bloom’s Taxonomy seems to be an easier task. While other teachers, such as math and science, will have to think outside of the box to achieve use of the taxonomy in their classroom. However, as STEM continues to spread and be encouraged worldwide, math and science teachers using Bloom’s Taxonomy will find more resources to use in their classrooms. I am excited to see how the combination of Bloom’s Taxonomy and the increase of STEM in schools affect the way that teachers run their classrooms and teaching. user:ElizabethB0

Bloom's Taxonomy seems like a very good tool to help teachers develop a lesson that will most benefit their students. I agree that it would be more of a struggle to apply it to a Science or Math classroom, but in the article they had a chart that gave examples of how to apply Bloom's Taxonomy to different kinds of knowledge. One subject it gave was "Factual Knowledge," that was really helpful for me and I could see applying it in a science classroom. Overall Bloom's Taxonomy seems like the perfect outline to build knowledge for students.

Bloom's Taxonomy is a great tool for teachers to follow in order to help their students learn in the most efficient ways possible. I really like this method because it fixates on the bigger picture of whether or not the students understand what they're remembering and being taught. It's a great way to learn actively and really think about new material. I can see Bloom's Taxonomy working especially well in an English class because the endpoint of Bloom's Taxonomy is "creating." With English being an art, the creative aspect of Bloom's Taxonomy would come into play nicely while learning. I think it would be more of a struggle to teach using Bloom's Taxonomy in a math or science class, but I don't think it would be impossible. The steps in this process of understanding progress well and personally, I could see them working well in a classroom. Having a structured set of levels within the process of understanding is a good way for students to fully comprehend whatever they're learning. Soon enough, I would have to think that the steps would become second-nature to the students, therefore having become a suitable way to teach earlier on. user:victoria_m1

For me, I see Bloom's Taxonomy as a way to force lessons away from the black and white way of looking at education. It will allow students to see their own path to mastering a subject, but also encourage multiple levels of students. If l integrate this into a lesson right as a teacher, it can allow multiple students to be working on the same subjects but at different levels of mastery. lt also shows a lower-level student that hey, you may not be all the way there, but look how much of this you already get! Yes, there are some subjects where this is easier to integrate into teaching, but it is still a good insight into the learning of our students that teachers can always look back on. user:jarmour500

The steps of Bloom's Taxonomy are extremely helpful in planning lessons. Each lesson should be based off of previous knowledge; effective learning should be cumulative in the classroom. Students should also show a deep understanding of the things they've learned, this way they will be sure to understand the next learned concept. Education is all about preparing students for the future, so they must be able to apply their knowledge to real-life situations. Also, a key product of quality education is the ability to critically analyze, by breaking ideas into simpler parts and investigating them. The next step, synthesis, is when students come up with new, alternative solutions to the problems at hand. Finally, students should evaluate their newfound knowledge. This way they can make judgments and defend them, using the evidence they've recently discovered. user:julia1286

A.M.D.G. As someone who has always been privately educated I can never recall learning specifically about the steps of Bloom's Taxonomy. Although, when I reflect on my middle school years and those of high school as well, I find that I grew up the ladder if you will. While I enjoyed my days as a middle schooler I mostly remember the social aspects of those times rather than the academic. However, I know I struggled on tests and commonly had tutors who helped to catch me up or provide me extra help on assignments. I attribute this to the fact that I did not have exceptional learning skills. I wish earlier on I developed better habits that promote actual learning rather than memorization, and after researching Bloom's Taxonomy I agree it does a nice job of outlining effective learning. As a future educator, I hope to inspire my students to create, evaluate, and analyze with open hearts and minds. I believe this can be done through class discussions and a constructive teaching style that encourages students to be creative and put the pieces of the puzzle together themselves. All in all I enjoyed learning about Bloom's Taxonomy and feel this is a significant topic one could discuss for quite sometime. I have enjoyed hearing the opinions of my peers and look forward to discussing in class. user:rercoli

=Agenda= 8:00 - 8:15 - Welcome
 * Notetaker: Audrey
 * Photographer: Robert
 * Reviewer:Paul
 * Review by Alex!

8:15 - 9:15 - Introduction and Finishing Last Week Syllabus "quiz"
 * SWBAT find curriculum sources for his/her subject area
 * SWBAT describe the characteristics and purposes of effective learning objectives/targets
 * SWBAT evaluate the quality of a learning objective
 * SWBAT describe the levels of Bloom's Taxonomy and how this tool could be used in instruction

> 2. Copy the EALRs for your subject area. > 3. Select two grade levels to review. Copy three example GLE's for each grade. How do they connect with the EALRs? > 4. Go the website of the professional organization representing your subject area. Find any standards/curriculum documentation. Read enough to get a good feel for the curriculum advocated by this group. How do these standards compare with the EALRs and GLEs for Washington? > 5. How do the state and national standards compare with the Common Core ([])? What relationship do you see between these three sources of curriculum?
 * Curriculum Sources **
 * 1. Find the standards documents for your subject area. Open the appropriate PDF. Find and read the EALRs.

Writing an Objective
 * Tile Game
 * Communicating Learning Goals - []
 * Objectives Activity: Go to the lesson plan sites below. (Browse the objectives/targets for 5 lesson plans in your subject area. Copy the objectives onto a separate document (include the link to the plan). Evaluate the objective and rate it as poor, satisfactory, or exceptional. Explain why you chose that rating.
 * []
 * []
 * []
 * []
 * Doc to record your findings:
 * https://docs.google.com/document/d/1fZGcvcclpvzp9JdG8R7BhJHTIhonsyYeXH7UHz-w2f0/edit?usp=sharing


 * Possible Formula -
 * SWBAT + action verb + specific content [+ format + degree]
 * I can


 * Practice using this text as subject matter - []
 * How do you know if students met the objective?

9:15 - 9:25 - Break

9:25 - 10:25 - Finish objectives and Bloom's Taxonomy
 * Discussion & Lingering Questions
 * Activity

10:25 - 10:40 - Housekeeping, Closure


 * To Do:**
 * For Thursday: Carefully read the "Lesson Design Plan" and the sample plan - Come with any questions
 * [[file:secondary lesson design plan_f13.docx]]
 * [[file:science-sample lesson plan.pdf]]