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Pinnacle applying rbt_2012
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Pinnacle applying rbt_2012






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  • Remembering: Recall, restate, remember a learned information. KWL, Matching games, spelling test. Digital: (Bullet pointing, highlighting, bookmarking, googling)Understanding: Grasps meaning of information by interpreting & translating what has been learn. Can student explain ideas or concepts? Retell, predict, infer, summarize. Digital (Advanced googling, blog journal, commenting, and annotating)Applying: Uses information in a different context than then one in which material was learned.Analyzing: Students break learned information into its parts to best understand it. Best practice examples (Present questions and organizers before learning experience, Increase wait time when questioning increases depth of student answers, Vary style of organizers used, directly present similarities and differences)Evaluating: Student makes decision based on reflection, criticism, and assessment. Ideas: After taking notes, pass to another student to add to them. When polling, justify answer to partner and provide opportunity to change answer. Rough draft- turn in intended audience and purpose. Have peer mark where they lose interest and mark where purpose achieved. Digital (blogs, moderating, and collaborating)Creating: New ideas and information using what previously was learned. Digital: filming, animating, podcasts, mix and remix

Pinnacle applying rbt_2012 Pinnacle applying rbt_2012 Presentation Transcript

  • Revised Blooms Taxonomywithin Common Core and NC Essential Standards
  • Remember Mr. Benjamin Bloom?
  • Meet Loren Anderson Teachers are coaches of learning, how to learn Teach content, what to learn View slide
  • Quick Review View slide
  • THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION 1. 2. 3. 4. 5. 6.REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE CREATERecognizing Interpreting Executing Differentiating Checking Generating Recalling Exemplifying Implementing Organizing Critiquing Planning Classifying Attributing Producing Summarizing Inferring Comparing Explaining
  • Revised Taxonomy is Two- Dimensionalhttp://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table
  • Factual Knowledge•The basic elements students must know to be acquainted with a discipline or solve problems in it.
  • Conceptual Knowledge •The interrelationships among the basic elements within a larger structure that enable them to function together.
  • Procedural Knowledge •How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods.
  • Metacognitive Knowledge•Knowledge of cognition in general as wellas awareness and knowledge or one’s owncognition. How did I get that answer?
  • Example Verbs
  • Analyze Examples on Grid
  • Interactive Blooms Wheel
  • Then Comes Common Core & Essential Standards
  • Your Turn!•Brainstorm activities you currently use. Wherewould they fit on the grid? How can you tweak tomake it a higher level process?•Look at Common Core & Essential Standards forgrade level. Brainstorm HOTS projects thatcorrelate and can be used in centers with yourlaptops.
  • •Anderson, L.W. and Krathwohl, D.R., A Taxonomy for Learning,Teaching, and Assesing: A Revision of Bloom’s Taxonomy of Educational Objectives, Longman, 2001.•http://at.ccconline.org/faculty/wiki/Teaching_Resources_- _Other_Resources_-_Blooms_Taxonomy•http://livebinders.com/play/play_or_edit/16770•Blooms A New Look at an Old standby•Blooms Revised Taxonomy Model (Text-only Version)•Bloom’s Revised Digital Taxonomy Wheel & the Knowledge Dimension | Eductechalogy•Copy of **Blooms Higher Level Thinking - Literacy DDE ER 3/11/11 by Susan Mosher on Prezi•Interactive Blooms Wheel