Welcome to Spotlight on Strategies Challenge! Our S.O.S series provides help, tips, and tricks for integrating DE media into your curriculum.
Learning in Full Bloom
It’s likely been in your teaching ‘tool kit’ since you’ve gone through your teaching credential program. You may have not even realized they were updated in 2000. Bloom’s Taxonomy have proven itself so reliable it’s been around since 1956 and been translated in over 22 languages. I think in light of new digital content, it’s time to pull it out and revisit the how we utilize this scaffolding of understanding content.
- Before reading/viewing the segment/passage below, explain to students that they will be asked to dive deep into the topic of the water cycle, the components of each step, and their impact on the cycle through a series of questions and/or activities. Display the the questions/activities below to students.
- Remember: Write a list of 3-5 vocabulary words that are essential in understanding the water cycle. Be sure to include definitions.
- Understand: Explain how water travels in a cycle.
- Apply: Draw an image of the water cycle.
- Analyze: What is the difference and results of water molecules during the stages of the water cycle?
- Evaluate: What is the impact of pollution on the water cycle?
- Create: Create and perform a public service announcement that informs the community about how the water cycle impacts their community and the positive and/or negative impact they can play.
- Explain to students they will now have review two different types of resources to find evidence to support their responses.
- Watch the segment “Rain” (part of the larger video Earth Science: Water and Climate)
- Do NOT have students take notes as they watch the clip. Instead, you may choose to pause every other minute to have students jot down notes.
- Read the passage “Rain Man”
- As they read, if printed, have students highlight words, phrases, and/or sentences that will support their responses.
- Have students work in small groups to discuss each of the posed questions/activities.
- Have students work individually or in pairs to answer/complete 4-6 questions/activities.
- Select a digital resource (video segment, reading passage, audio file, etc)
- Using Bloom’s Taxonomy strategically create a list of questions/activities to represent each of the following categories
- Remembering: Can the student recall or remember the information? (define, duplicate, list, memorize, recall, repeat, reproduce state)
- Understanding: Can the student explain ideas or concepts? (classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase)
- Applying: Can the student use the information in a new way? (choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write)
- Analyzing: Can the student distinguish between the different parts? (appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test)
- Evaluating: Can the student justify a stand or decision? (appraise, argue, defend, judge, select, support, value, evaluate)
- Creating: Can the student create new product or point of view? (assemble, construct, create, design, develop, formulate, write)
- You may want to check out a few of these great resources
You can take the challenge by:
- Implementing this strategy and letting us know how it went by posting a comment below.
- Using this strategies in your grade level planning discussions and/or professional development and reporting your events. (Remember we consider an event anytime 3 or more educators gather together… doesn’t have to be in a computer lab… could be sitting around the lunch table)
- Photocopying the flier and distributing it in your colleague’s boxes and/or posting it to your own BulleDEN board.