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Learning Success Center - Supplemental Education Service Training 2011-12

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Learning Success Center - Supplemental Education Service Training 2011-12

  1. 1. Learning Success Center <ul><li>Supplemental Education Service Training </li></ul><ul><li>2011-12 </li></ul>
  2. 2. LSC provides… <ul><li>An on-site coordinator to take care of daily </li></ul><ul><li>details such as securing facilities, making sure students are picked up by parents, etc. </li></ul><ul><li>A site-monitor who will make weekly visits in order to assure that program criteria is being met, provide modeled lessons if needed, and collect required weekly data. </li></ul><ul><li>On-going support when and as needed. </li></ul>
  3. 3. What does LSC expect from you? <ul><li>To be on time and have lesson materials prepared before sessions start. </li></ul><ul><li>To follow the procedures/strategies outlined in the LSC training </li></ul><ul><li>To be open to ideas, strategies, or concepts that you may not have tried before. </li></ul><ul><li>To have lesson plans and any other paperwork completed and ready to turn in to the site monitor (your pay is tied to this paperwork). </li></ul><ul><li>To notify the LSC if any problems/issues arise that cannot be handled through the site coordinator or site monitor. </li></ul>
  4. 4. Bloom’s Taxonomy
  5. 5. <ul><li>Bloom’s Taxonomy has changed the way educators think about the delivery of instruction. From a focus on student behavioral objectives to the incorporation of academic standards and the integration of many subjects into one lesson, the Taxonomy still stands strong. Why? Because there is still nothing else like it. </li></ul>
  6. 6. Characteristics of Bloom’s <ul><li>Major categories are easy to understand. </li></ul><ul><li>Educational objectives and test items are plentiful. </li></ul><ul><li>The hierarchical structure is scientifically respectable and easy to comprehend. </li></ul><ul><li>The design of the framework and the vocabulary used was determined with teachers in mind. </li></ul>
  7. 7. <ul><li>As teachers, we are constantly asking questions, but asking questions that require higher-level thinking is not an easily acquired skill. </li></ul><ul><li>Levels and types of questions are complex. </li></ul><ul><li>Good questioning takes thinking time planning ahead, and experience. </li></ul><ul><li>Both new and experienced teachers can be outstanding questioners. </li></ul>
  8. 8. Why do we ask questions? <ul><li>We ask questions for several reasons: </li></ul><ul><li>To motivate students to expand their thinking </li></ul><ul><li>To build a conversation </li></ul><ul><li>To get a simple answer </li></ul><ul><li>To check for knowledge </li></ul><ul><li>To assess comprehension </li></ul><ul><li>To elicit student opinions </li></ul>
  9. 9. <ul><li>Our students would make a quantum leap to higher-order thinking if every teacher in every classroom correctly and regularly used Bloom’s Taxonomy. </li></ul><ul><li>Dr. David Sousa </li></ul><ul><li>Author, How The Brain Learns </li></ul>
  10. 10. Bloom’s Taxonomy… <ul><li>Remains one of the most useful tools for moving students, especially slower learners, to higher levels of thinking. </li></ul><ul><li>(We must always remember that slow learning does NOT mean NO learning is taking place.) </li></ul>
  11. 11. KNOWLEDGE: Remember It! (Knowing) <ul><ul><li>Definition: remembering an idea or fact in a form very close to that in which it was originally encountered. </li></ul></ul><ul><ul><li>Realize that knowing may involve more complex thought processes such as relating, reorganizing, and using judgment. Knowledge is basically information that is stored in the brain. The ability to recall or remember that information in its original form is knowledge , the lowest level of thinking. </li></ul></ul><ul><ul><li>At the Knowledge level, students recall previously learned information. </li></ul></ul>
  12. 12. Sample Products and Activities at the Knowledge Level <ul><li>fill-in-the blank worksheets words/definitions </li></ul><ul><li>basic fact worksheet premade, labeled map </li></ul><ul><li>spelling list matching worksheet </li></ul><ul><li>fact file labeled diagram </li></ul><ul><li>observation true/false quizzes </li></ul><ul><li>study cards discussions </li></ul><ul><li>multiple choice worksheets “Concentration” games </li></ul><ul><li>list of story elements list of writing ideas </li></ul><ul><li>spelling test question/answer </li></ul><ul><li>VERBS: define, describe, label, list, name, recall, recognize, remember, state </li></ul>
  13. 13. Comprehension: Interpret It! (Comprehending) <ul><li>Definition: to know what is being communicated and to be able to make use of the information. The communication may be verbal, pictorial, symbolic, or experiential. </li></ul><ul><li>It is not meant to be synonymous with complete understanding or having a full grasp of the message – just its literal content . </li></ul><ul><li>Comprehension is different from Analysis because it interprets literal meaning only. At the Analysis level, more inference and recognition of unstated assumptions impacts thinking . </li></ul><ul><li>Remember: at the Comprehension level, students interpret literal meaning. </li></ul>
  14. 14. Sample Products and Activities at the Comprehension Level <ul><li>book report word problems </li></ul><ul><li>blueprint study sheet </li></ul><ul><li>ESL activities book summary </li></ul><ul><li>experiment notes storytelling </li></ul><ul><li>collage dramatization </li></ul><ul><li>test review music reading </li></ul><ul><li>English translation poetry interpretation </li></ul><ul><li>annotated bibliography questions from a graph </li></ul><ul><li>pattern/instructions speech overview </li></ul><ul><li>questions from a chart graph representations </li></ul><ul><li>math computation </li></ul><ul><li>VERBS: classify, conclude, estimate, explain, generalize, interpret, predict, reorder, rephrase, summarize, translate, understand, use </li></ul>
  15. 15. Application: Use It! (Applying) <ul><li>Definition: given a problem new to the student, he will apply what he knows and use it in this situation without being prompted. </li></ul><ul><li>The student might use general ideas, procedures, or methods that he has remembered and apply them to new situations. </li></ul><ul><li>This transfer happens more readily when the student has learned methods for attacking problems, can state generalizations, and has developed self-confidence and control. </li></ul><ul><li>Remember: at the Application level, students apply what they already know to new situations. </li></ul>
  16. 16. Sample Products and Activities at the Application Level <ul><li>board game computer simulation </li></ul><ul><li>experiment model construction </li></ul><ul><li>chart diagram </li></ul><ul><li>illustration map making </li></ul><ul><li>collection display </li></ul><ul><li>interview peer teaching </li></ul><ul><li>problem solving </li></ul><ul><li>VERBS: apply, choose, calculate, demonstrate, discover, experiment, predict, relate, solve, support (a conclusion) transfer (of training), use. </li></ul>
  17. 17. Analysis: Take It Apart! (Analyzing) <ul><li>Definition: the breakdown of a communication for the purpose of clarification. </li></ul><ul><li>This occurs when students are able to recognize when the information is organized as well as recognize the technique used to convey the message. </li></ul><ul><li>At the Analysis level, the material is broken down into parts for the purpose of determining relationships and organizational patterns. </li></ul><ul><li>Remember: at the analysis level, students break down situations or quantities of information into smaller, understandable parts. </li></ul>
  18. 18. Sample Products and Activities at the Analysis Level <ul><li>analysis of artwork family tree </li></ul><ul><li>scientific observation cause-effect </li></ul><ul><li>sentence diagramming main idea-detail </li></ul><ul><li>crossword puzzle mobile display </li></ul><ul><li>survey dissecting plants/animals </li></ul><ul><li>outlining word sorting </li></ul><ul><li>Verbs: analyze, break down, classify, compare, connect, contrast, discriminate, distinguish, infer, recognize, relate, separate, structure </li></ul>
  19. 19. Evaluation: Judge It! Evaluating <ul><li>Definition: judging the value of ideas, works, solutions, methods, or materials for a purpose. A set of specific criteria as well as standards are used in the appraisal. </li></ul><ul><li>Evaluation involves making a judgment based on evidence. </li></ul><ul><li>Remember: at the Evaluation level, students are asked to judge something based on a distinct set of criteria. </li></ul>
  20. 20. Sample Products and Activities at the Evaluation Level <ul><li>letter to the editor editorial </li></ul><ul><li>panel discussion mock trial </li></ul><ul><li>self evaluations revision </li></ul><ul><li>peer feedback proofreading </li></ul><ul><li>product judging poetry evaluation </li></ul><ul><li>grading papers music critiquing </li></ul><ul><li>art critiquing item appraisal </li></ul><ul><li>Verbs: appraise, assess, compare, conclude, critique, defend, evaluate, give an opinion, judge, justify, locate errors, recommend </li></ul>
  21. 21. Synthesis: Create It! (Synthesizing) <ul><li>Definition: the putting together of elements and parts to form a whole. </li></ul><ul><li>This unique arrangement must create a new pattern or structure that was clearly not there before. However, the creative expression must be within the limits of the problems and/or materials being worked with. </li></ul><ul><li>In synthesis alone, the student must draw upon elements from many sources to produce a structure or pattern that clearly was not there before. </li></ul><ul><li>Remember: at the Synthesis level, ideas are rearranged to form a new whole, clearly unlike what was there before. </li></ul>
  22. 22. Sample Products and Activities at the Synthesis Level <ul><li>advertisement design for a tool </li></ul><ul><li>journal narrative art gallery </li></ul><ul><li>design of a process illustrated original story </li></ul><ul><li>comic strip extemporaneous speech </li></ul><ul><li>musical review creative writing </li></ul><ul><li>group mural poetry writing </li></ul><ul><li>Verbs: arrange, combine, compose, create, design, develop, generalize, hypothesize, invent, modify, plan, write </li></ul>
  23. 23. Remember that with Bloom’s <ul><li>All levels are cumulative - that is - each level above knowledge includes all those of lesser complexity. </li></ul>
  24. 24. GOLDILOCKS AND BLOOM’S
  25. 25. KNOWLEDGE Remembering <ul><li>Who was Goldilocks? </li></ul><ul><li>Where did she live? With whom? </li></ul><ul><li>What did she do in the forest? </li></ul>
  26. 26. COMPREHENSION Understanding <ul><li>This story is about ___________ (topic). </li></ul><ul><li>This story tells us _________(main idea). </li></ul><ul><li>What did Goldilocks look like? </li></ul>
  27. 27. APPLICATION Applying <ul><li>How were the bears like real people? </li></ul><ul><li>Why did Goldilocks go into the little house? </li></ul><ul><li>Draw a picture of what the bears’ house looked like. </li></ul><ul><li>Draw a map showing Goldilocks’ house, the path in the forest, the bears’ house, etc. </li></ul>
  28. 28. ANALYSIS Analyzing <ul><li>How did each bear react to what Goldilocks did? </li></ul><ul><li>How would you react? </li></ul><ul><li>Compare Goldilocks to any of your friends. </li></ul><ul><li>Do you know any animals (pets) that act human? </li></ul>
  29. 29. EVALUATION Evaluating <ul><li>Why were the bears angry with Goldilocks? </li></ul><ul><li>Do you think Goldilocks was happy to get home? Explain your answer. </li></ul><ul><li>Do you think she learned anything by going into the bears’ house? Explain your answer. </li></ul><ul><li>Would you have gone into the bears’ house? Why or why not? </li></ul>
  30. 30. EVALUATION CON’T. Evaluating <ul><li>Do parents have more experience and background than their children? Give an example from your own history. </li></ul><ul><li>Do you think this really happened to Goldilocks? Why or why not? </li></ul><ul><li>Why would a grown-up write this story for children to read? </li></ul><ul><li>Why has the story of Goldilocks been told to children for many, many years? </li></ul>
  31. 31. SYNTHESIS Creating <ul><li>List the events of the story in sequence. </li></ul><ul><li>Do you know any other stories about little girls or boys who escaped from danger? </li></ul><ul><li>Make a diorama of the bears’ house and the forest. </li></ul><ul><li>Make a puppet out of one of the characters. Using the puppet, act out his/her part of the story. </li></ul>
  32. 32. ACTIVITY <ul><li>APPLYING BLOOM’S TAXONOMY TO </li></ul><ul><li>THE ARKANSAS STATE BENCHMARK ASSESSMENT AND COMMON CORE STATE STANDARDS </li></ul>
  33. 33. Sample Lessons : Travel Remembering How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect “transport” pictures from magazines- make a poster with info. Understanding How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport. Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about “The Little Red Engine” and make up a play about it. Survey 10 other students to see what bikes they ride (or cars their parents drive). Display on a chart or graph. Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Compare boats to planes. Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc.. Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport.
  34. 34. <ul><li>Prescriptive Lesson </li></ul><ul><li>Plans </li></ul><ul><li>Daily Attendance Forms </li></ul><ul><li>And Lesson Plans </li></ul>
  35. 35. <ul><li>SIGN-IN SHEETS are </li></ul><ul><li>IMPERATIVE </li></ul><ul><li>ADE Data Entry System </li></ul>
  36. 36. Bloom’s on the Internet <ul><li>Bloom's(1956) Revised Taxonomy </li></ul><ul><li>http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html </li></ul><ul><li>An excellent introduction and explanation of the revised Taxonomy by Michael Pole on the oz-TeacherNet site written for the QSITE Higher order Thinking  Skills Online Course 2000. Pohl explains the terms and provides a comprehensive overview of the sub-categories, along with some suggested question starters that aim to evoke thinking specific to each level of the taxonomy. Suggested potential activities and student products are also listed. </li></ul><ul><li>  </li></ul><ul><li>Bloom’s Revised Taxonomy </li></ul><ul><li>http://coe.sdsu.edu/eet/articles/bloomrev/index.htm </li></ul><ul><li>Another useful site for teachers with useful explanations and examples of questions from the College of Education at San Diego State University. </li></ul><ul><li>  </li></ul><ul><li>Taxonomy of Technology Integration </li></ul><ul><li>http://education.ed.pacificu.edu/aacu/workshop/reconcept2B.html </li></ul><ul><li>This site compiled by the Berglund Center for Internet Studies at Pacific University, makes a valiant effort towards linking ICT (information and communication technologies) to learning via Bloom's Revised Taxonomy of Educational Objectives (Anderson, et. al., 2001). The taxonomy presented on this site is designed to represent the varying cognitive processes that can be facilitated by the integration of ICT into the teaching and learning process. </li></ul><ul><li>Critical and Creative Thinking - Bloom's Taxonomy </li></ul><ul><li>  http://eduscapes.com/tap/topic69.htm </li></ul><ul><li>  Part of Eduscape.com, this site includes a definitive overview of critical and creative thinking as well as how Bloom’s domains of learning can be reflected in technology-rich projects. Many other links to Internet resources to support Bloom’s Taxonomy, as well as research and papers on Thinking Skills. Well worth a look. </li></ul>
  37. 37. Bloom’s on the Internet <ul><li>http://www.tedi.uq.edu.au/Assess/Assessment/bloomtax.html </li></ul><ul><li>  </li></ul><ul><li>http://www.acps.k12.va.us/hammond/readstrat/BloomsTaxonomy2.html </li></ul><ul><li>  </li></ul><ul><li>http://www.teachers.ash.org.au/researchskills/dalton.htm </li></ul><ul><li>  </li></ul><ul><li>http://www.officeport.com/edu/blooms.htm </li></ul><ul><li>  </li></ul><ul><li>http://www.quia.com/fc/90134.html </li></ul><ul><li>  </li></ul><ul><li>http://www.utexas.edu/student/utlc/handouts/1414.html Model questions and keywords </li></ul><ul><li>  </li></ul><ul><li>http://schools.sd68.bc.ca/webquests/blooms.htm </li></ul><ul><li>  </li></ul><ul><li>http://www.coun.uvic.ca/learn/program/hndouts/bloom.html </li></ul><ul><li>  </li></ul><ul><li>http://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htm </li></ul><ul><li>  </li></ul><ul><li>http://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.html </li></ul><ul><li>  </li></ul><ul><li>http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htm </li></ul><ul><li>  </li></ul><ul><li>http://www.nexus.edu.au/teachstud/gat/painter.htm Questioning Techniques that includes reference to Bloom’s Taxonomy. </li></ul><ul><li>  </li></ul><ul><li>http://scs.une.edu.au/TalentEd/EdSupport/Snugglepot.htm </li></ul>
  38. 38. <ul><li>Complete applications and other </li></ul><ul><li>paperwork. </li></ul>
  39. 39. <ul><li>Lynne Risner </li></ul><ul><li>870-584-8198 </li></ul><ul><li>[email_address] </li></ul>

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