Bloom’s Checks for Understanding Mapping
Materials:
· Handouts with Revised Bloom’s Taxonomy
· 10 old SPIs (red) & 10 new Checks for Understanding (green)
Description:
This activity is designed to show participants the higher-order thinking required from our new checks for understanding.
Step-by-Step:
1. Tell participants that we have discussed the new language used in new state testing initiative. This activity is designed to depict the higher order thinking skills required from our students.
2. Ask for a show of hands for participants who knew Bloom’s terminology had changed. Have participates look over the changes made in Bloom’s (PowerPoint slide). Comment on how levels have been changed to verbs.
3. Next, pass out copies of the new Bloom’s.
4. Divide old SPIs among groups and ask participates to arrange SPIs on Bloom’s taxonomy. Have groups share.
5. Divide new checks for understanding among groups and ask participates to arrange on Bloom’s. Have groups share.
6. Discuss the changes made in terminology, and why these changes will help our students to reach greater heights in the classroom.
BLOOM’S REVISED TAXONOMY
http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm
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
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
Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding
A Few Good Men and House: Deductive and Inductive Reasoning (5)
Materials
· Highlighters
· Copy of Jessep’s testimony
· Clip from A Few Good Men
· Clip from House
· A Few Good Men review
· Poem
Description
The purpose of the unit is to combine several standards using one central idea or theme. Several strategies will be used to teach sentence combining, parts of speech, verb forms, figure of speech, deductive and inductive reasoning, point of view, thesis, writer’s purpose and attitude, tone, and research.
Step-by-Step
- Discuss deductive and inductive reasoning.
- Show the four sentences from the testimony and ask participants to combine the sentences into one cohesive sentence. (on handout)
· Example: I have neither the time nor the inclination to explain myself to man. I will not explain to a man who rises and sleeps under the blanket of freedom I provide. Then questions the manner in which I provide my explanation.
- Share with them the original sentence.
· I have neither the time nor inclination to explain myself to a man who rises and sleeps under the blanket of the very freedom I provide and then questions the manner in which I provide it.
- Using the original sentence do the following:
· Highlight the nouns, verbs, adjectives, prepositions, pronouns, conjunctions in the sentence (different colors or use different symbols)
· Above each noun, pronoun, and prepositional phrase write how it is used in the sentence.
· List the verbs and write the past participle of each.
· Rewrite the sentence from a different point of view.
· Identify the figure of speech in the sentence.
(This can be used as a bell ringer, working on the same sentence all week.)
- Show the two clips. One uses inductive reasoning and the other show deductive reasoning.
- Discuss the reasoning.
· Share with the participants the interesting info from FactCheckEd.ORG. Interesting info: The creators of House, MD, have freely acknowledged that the cranky Dr. House is modeled on Sherlock Holmes. House’s address is 221B. Like Holmes’; he is a gifted musician (House plans the piano while Holmes plays the violin); h is addicted to the narcotic Vicodin (Holmes was a morphine and cocaine addict); and at the end of season 2, House is shot by a man named Jack Moriarty (criminal mastermind James Moriarty was Holmes’ nemesis). Most importantly, House, like Holmes, is extraordinarily gifted at inductive reasoning. (Holmes talks frequently about deduction, but in reality, he is using induction.
- Give each group a strip with a type of reasoning. Have them to tape the strips on a chart under inductive or deductive.
- Read the poem and ask questions about main idea, point of view, tone, writer’s attitude, purpose, etc. using numbered heads.
Example: I have neither the time nor the inclination to explain myself to man. I will not explain to a man who rises and sleeps under the blanket freedom I provide. Then questions the manner in which I provide my explanation.
Original sentence: Jessep: I have neither the time nor inclination to explain myself to a man who rises and sleeps under the blanket of the very freedom I provide and then questions the manner in which I provide it.
a. Combine the three sentences into one sentence.
b. Highlight the nouns, verbs, adjectives, prepositions, pronouns, conjunctions in the sentence (different colors or use different symbols if we don’t have highlighters)
c. Above each noun, pronoun, and prepositional phrase write how it is used in the sentence.
d. List the verbs and write the past participle of each verb.
e. Rewrite the sentence from another point of view.
f. Identify the figure of speech in the sentence.
Numbered Heads
Materials
· None
Description
Research clearly demonstrates that low-achieving students are less like to be called on to answer a question. This strategy ensures more equitable response opportunities for all students to respond to a question.
Step-by-Step
- Seat students in small groups.
- Each group is given a letter.
- Students count off by the number of students in the group.
- Pose a question/problem.
- Students put heads together and discuss the answer to the question.
Teacher calls a letter and number. The student in the called group and with the called number, answers the question
Extension: Use the courtroom scene from “A Time to Kill” or To Kill A Mockingbird.
A Few Special Men
Only a few special men
In all the words poets pen
Know what cruel war’s like,
Have seen death pitch its fatal strike.
Stood stalwart at the plate.
Dared an evil foe’s hate berate.
Good men,
Again and again
Put their very lives on the line
For revered precepts Divine,
Breathe pure courage’s finite breath,
Walk through the valley of shadowed death.
Only a few special men
In all the words poets pen
Answer their country’s call with distinction,
Wield liberty’s sword in heroic affirmation,
To death’s cruel threat thumb their nose,
For the sound of distant drums a brave man knows.
They have fought for right in honor’s action,
Contended for freedom’s administration.
Have felt cruel war’s carnage real
Coursing through his body shards of steel
Felt the gory thrust in purest agony,
Unadulterated,
Uncompromised,
Misery,
With the world’s destiny clouding his face,
Cold fears gripping embrace,
Witnessing up close truly venomous hate
Feeling on their skin the grim touch of fate,
Walked head held high through wars jungled pit,
Eluding bullets with their name on it.
Only a few special men
In all the words poets pen
Truly laugh in the face of death,
Smell its cankered breath,
Hovering in that valley ever near
Hearing plaintive sounds only the dying hear.
Have seen darkening shadows in an enemy’s eyes,
Joined with a brother’s plaintive cries.
Who will ever forget,
The oppressors enangered hit,
Still shed rivers of tears after 33 years
Still feel the demon’s fears,
Still in sweet and sour dreams pouring down
Wetting a soldier’s soul, foot to crown.
Only a few special men
In all the words poets pen
In sweet memory of the Nam still smile
For brothers made in Nam’s fetid mile
Feeling still a windblown war’s wafting
Eternally drafting,
A battle’s confusion yet today baffling.
Mourn the loss of a boy’s values
A forever loss all innocence eschews,
The vile horror of it yet cannot lose,
That which his good heart evermore construes.
Taking a person’s life is always wrong. Capital punishment involves taking a person’s life. Therefore, capital punishment is always wrong.
The right to self determination of minority peoples is a core part of international law. Therefore, if a majority of Aboriginal Australians vote for self-government, they must be allowed to do so.
Six in ten children who are allowed to drink at home with their parents become alcoholics later in life. Therefore, attitudes towards drinking are formed by others near to us.
Every human being has rights. John is a human being, therefore, John has rights.
Every time Mr. Jones has taught Contract Law, students have achieved good results on the exam. This semester, Mr. Jones is teaching Contract Law. Therefore, students will do well in the exam.
A’s oral contract for sale of land was invalid in Case A. B’s oral contract for sale of land was invalid in Case B. C’s oral contract for sale of land was invalid in Case C. Therefore, all oral contracts for the sale of land are invalid.
Red cars go fast. Jenny’s car is red. Therefore, Jenny’s car goes fast.
We all have the right to equal treatment under the law. Therefore, Jane and Mary should be able to adopt a child, just as John and Mary are able to.
© Oxford University Press, 2009. Answers:
1. Taking a person’s life is always wrong. Capital punishment involves taking a
person’s life. Therefore, capital punishment is always wrong. [Answer:
Deductive]
2. The right to self determination of minority peoples is a core part of
international law. Therefore, if a majority of Aboriginal Australians vote for
self-government, must be allowed to do so. [Answer: Deductive]
3. Six in ten children who are allowed to drink at home with their parents
become alcoholics later in life. Therefore, attitudes towards drinking are
formed by others near to us. [Answer: Inductive]
4. Every human being has rights. John is a human being, therefore, John has
rights. [Answer: Deductive]
5. Every time Mr Jones has taught Contract Law, students have achieved good
results on the exam. This semester, Mr Jones is teaching Contract Law.
Therefore, students will go well in the exam. [Answer: Inductive]
6. A’s oral contract for sale of land was invalid in Case A. B’s oral contract for
sale of land was invalid in Case B. C’s oral contract for sale of land was
invalid in Case C. Therefore, all oral contracts for the sale of land are invalid.
[Answer: Inductive]
7. Red cars go fast. Jenny’s car is red. Therefore, Jenny’s car goes fast.
[Answer: Deductive]
8. We all have the right to equal treatment under the law. Therefore, Jane and
Mary should be able to adopt a child, just as John and Mary are able to.
[Answer: Deductive]
Bull’s Eye and Give 1 to Get 1 (6.0)
Materials:
· Copies of “How 3-D Graphics Work”
· Copies of Bull’s Eye graphic organizer
· Copies of Give 1 to Get 1
Description:
The Bull’s Eye organizer helps students learn to use the headings, subheadings, and graphics in expository text to formulate the main idea as well as locate supporting details for the main idea. The graphic organizer Give 1 to Get 1 is an interactive strategy that provides students an opportunity to exchange ideas about a topic before, during, or after reading the text. This barter system activity engages all students in the learning process.
Step-by-Step:
1. Hand out copies of “How 3-D Graphics Work”
2. Distribute a Bull’s Eye Graphic Organizer.
3. Have participants skim the reading passage, plotting headings, subheadings, and graphics as questions around the targeted concept.
4. Have participants then read the text, answering the questions now listed on the graphic organizer.
5. After they answer the questions, tell participants to formulate the main idea of the article and write it in the bull’s eye.
6. Hand out copies of Give 1 to Get 1.
7. Explain that the Give 1 to Get 1 consists of three parts:
¨ Part 1: requires participants to record three of their own ideas about the text
¨ Part 2: involves participants exchanging ideas with each other
¨ Part 3: provides an opportunity for small groups of participants to review ideas gained when working with peers
8. Instruct participants to record three ideas related to the text, one idea per box.
9. Instruct participants to get up and mingle with different participants in order to give and get ideas. Participants give an idea from their worksheet; their partners record the idea, and then reverse roles. Participants only get one idea from a partner and each recorded idea must be different.
10. After participants give and get ideas, have them to go back to their seat and decide on the best idea.
11. Participants will then go to the graffiti wall (everyone at the same time) equipped with a bright marker and write or visually represent the main idea from the text.
CONTENT STANDARD 6.0 Informational Text
Course Level Expectations
· CLE 3002.6.1 Comprehend and summarize the main ideas of informational and technical texts and determine the essential elements that elaborate them.
· CLE 3006.6.3 Read, interpret, and analyze graphics that support informational and technical texts.
State Performance Indicators
• 3002.6.1 Discern the stated or implied main idea and supporting details of I informational and technical passages.
· 3002.6.2 Use the graphics of informational and technical passages to answer questions.
Materials needed:· Copies of Bull’s Eye Graphic Organizer
· Copies of “How 3-D Graphics Work:
· Copies of Give 1 to Get One Graphic Organizer
Assessment Activity Title: Bull’s Eye and Give 1 to Get 1
Description of Activity:
1. Hand out copies of “How 3-D Graphics Work”
2. Distribute a Bull-Eye Graphic Organizer.
3. Have students skim the reading passage, plotting headings, subheadings, and graphics as questions around the targeted concept.
4. Have students then read the text, answering the questions now listed on the graphic organizer.
5. After they answer the questions, tell students to formulate the main idea of the article and write it in the bull’s eye.
6. Hand out copies of Give 1 to Get 1.
7. Explain that the Give 1 to Get 1 consists of three parts:
¨ Part 1: requires students to record three of their own ideas about the text
¨ Part 2: involves students exchanging ideas with each other
¨ Part 3: provides an opportunity for small groups of students to review ideas gained when working with peers
8. Instruct students to record three ideas related to the text, one idea per box. (
9. Instruct students to get up and mingle with different students in order to give and get ideas. Students give an idea from their worksheet, their partners record the idea, and then reverse roles. Students only get one idea from a partner and each recorded idea must be different.
11. Put ideas on the graffiti wall.
Graffiti Wall