Agenda+221+-+1.21.14

P.E.T. Task
Post a discussion question below that is situated in the intersection of several of the P.E.T. resources you studied. The question might be related to possible classroom applications, complications, questions, differing interpretations, etc. Your question should be conducive to discussion and clearly reflect your thinking about multiple resources. Be sure to sign your post with three tildes ~ (To add your question: 1) Login, 2) Click "edit" from the bar at the top of the page, 3) Type your question adding three tildes ~ at the end, 4) Click "save."

Question #1: Imagine that you are trying to create a lesson plan for a very important lesson. You want to make this fun and memorable, but you only have 50 minutes to teach. Is it necessary to employ all levels of Bloom's Taxonomy to ensure that your students attain the highest level of comprehension and knowledge of your subject? Or is it just as beneficial to pick and choose sections and focus on those more? user:JulieH17

Why is it so important to the theory of Bloom's taxonomy to alter the format from "remember" to "remembering"? and How does one assess how accurate Bloom's taxonomy actually is-- testing, projects or discussions? user:anne957

Is it logical to have "creating" as the highest level of thinking when in reality some people don't seem to end up being creators; for example, some people spend their lives teaching which is not necessarily creative. user:mfreel1

How are different schools and teachers expected to successfully implement Bloom's Taxonomy when they all serve and cater to different types of students, different levels of socio-economic classes, different funding, and different materials available for them to use? user:supersarah3

Why was evaluation removed from the top of the pyramid in the revised edition and replaced with creating, when it seems to be testing our students knowledge that is most important to educators? Does this signal a shift in the hierarchy of thinking with educational reform and show we value the ability to put the information to use more than regurgitating it for an exam? user:andyn7

Many teachers simply stop after the "remembering" level of Bloom's Taxonomy and thus students are conditioned to repeatedly memorize and forget. Is it possible for students to retrain themselves for deeper learning using Bloom's Taxonomy and how can this idea be applied to subjects such as math in which memorization is typically heavily relied on? user:juliag23

If a student claims he/she is not creative, what can/should the teacher's response be? How can Bloom's Taxonomy help in this situation? user:AlinaST

9:25 - 9:40 - Welcome and Review (Sarah)
 * Notetaker: Anne
 * Reviewer: Alina
 * Photographer: Sarah

Objectives

 * 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
 * SWBAT describe requirements and learning opportunities involved in the Garry Middle School field experience

9:40 - 10:10 - Discussion of Bloom's Taxonomy and P.E.T.

__Discussion Notes on Bloom's Taxonomy and P.E.T.__
 * Employers create goals for employees so why don’t teachers do that for students?
 * Creating is a better top than evaluating on the pyramid
 * We can reshape the pyramid to a circle so you can start from any level depending on how you learn
 * Reflection should be involved in triangle Hard to incorporate “creating” in some subjects Is the taxonomy a secret-- why haven’t we heard of it?
 * Everyone is born creative perhaps it lies dormant as we grow older
 * Taxonomy can create learning outcomes-- plan lessons by where you are going, and adapt lessons if they can’t “apply” or “evaluate”

10:10 - 10:50 - Writing Objectives continued

Writing an Objective
 * Objectives Activity: Go to the lesson plan sites below. (Browse the objectives/targets for 5 lesson plans in your subject area. Copy the objectives [|here]: (include the link to the plan). Evaluate the objective and rate it as poor, satisfactory, or exceptional. Explain why you chose that rating.
 * []
 * []
 * []
 * 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?


 * “Objectives” activity where we look at learning objectives and relate them to Bloom’s Taxonomy and rate them (poor, satisfactory or exceptional)

10:50 - 11:00 - Break

11:00 - 12:00 - Field Experience Info Session with Cathy Dieter and supervisors

__Field Experience Notes__
 * If you have any problems in the classroom during your field experience, contact your university supervisor first
 * Dress appropriately because the students will see you as a teacher
 * Stay in contact with university supervisors through zagmail or phone
 * Clean up your social media-- check your facebook and twitter, google yourself
 * Do not participate in “teacher talk” about other students or teachers
 * The grade for 221S and 221L are different
 * Do not be a wallflower, find something productive to do during the field experience

12:00 - 12:05 - Closure

Housekeeping:
 * Direct Instruction P.E.T. - Due January 30th http://gonzagateach.wikispaces.com/Direct+Instruction