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Bloom's Taxonomy

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by

Heather Ford

on 25 September 2013

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Transcript of Bloom's Taxonomy

Bloom's Taxonomy
Knowledge
Analysis
Synthesis
Evaluation
Can the student justify a stand or decision?
Application
Stages of SLA
(Applicable to all of Blooms taxonomy)

using what you've learned!
simple
to
complex
Scaffolding
make it relavent to your student
Pre-productions
(non-verbal responce)
Early production
one word responce
Speech emergence
Phrases/ short sentences
Intermediate fluency
longer senteces
Advance fluency
Fluent (near Native)
cognitive styles
Apply
Identify
solve
Plan
Organize
Make
Develop
Construct
Choose
Build

*analyze *inspect
*categorize *simplify
*classify *Survey
*compare *take part in
*contrast *test for
*discover *distinguish
*divide *List
*examine *distinction
References
http://achieve.psdr3.org/bloom.html
http://tep.uoregon.edu/resources/assessment/multiplechoicequestions/blooms.html#analysis
http://rbvhs.vusd.k12.ca.us/teachers/villa/docs10/analysisandposter.pdf
Teacher's Responsibilities
Classroom Activities

Key Words

How Student's Can Demonstrate Their 'Knowledge'

Questions to Ask
http://www1.center.k12.mo.us/edtech/Blooms/Knowledge.htm

Evaluation and ELL's
Language must be simple, but objective remains the same.
Questions focus on how students feel about and judge content.
Example
The following graph represents 2 different cellular plans. Analyze the graph to decide which cellular plan is the most cost effective given the following conditions.
The y-axis represents the cost per month
The x-axis represents the amount of calls per month
1. If the user makes less than 30 calls per month which plan is more cost effective?
2. If the user makes more than 50 calls per month which plan is more cost effective?
3. Roughly how many calls would a user have to make for plan F to be more cost effective for them?

Contains elements of all learning objectives
Student makes judgements about their own knowledge
Determine usefulness based on judged value.
Basic Principles
Reccomend
Weigh
Relate
Appraise
Key Words
Assess
Strategy
Comprehension
Is used to see if students understand facts and ideas by organizing, comparing, and giving descriptions.
Main focus- can students classify items
Question teacher might ask- Can the student write in their own words? Knows main idea? can rephrase meaning?
Words Used
comprehends, converts, defends,
distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.
Stages of Language Acquisition
Comprehension can be broken down by stages of language acquisition.
Preproduction
Early production
speech emergence
intermediate fluency
advanced fluency
Teacher Reflection
It is important to know the level of the student so that as a teacher we can work in the students zone of proximal development. This is where they are at and where we want them to go next, in this case it would be for them apply the concepts they already comprehend.
Drama/skit
Cartoon
Story
Speech
Graph
Conclusion
Outline
Compare
Art
Photograph
How to Apply
Comprehension
Field dependent

Field Independent
&
Marzano relation- Level 4
Key Words
What can I use to evaluate?
Example
Florida's Level of Language Proficiency
Key Words
Questions to ask
Examples
Poetry Analysis Steps:
1. Read the poem several times.
2. Define any unknown words
3. Identify: (Pick 2)
a. Sound Devices: the rhyme scheme, alliteration, consonance, assonance
b. Figurative Language: metaphors, simile, hyperbole, personification
c. Other Poetic Devices: symbolism, irony, allusion
4. Identify the tone of the poem. What diction supports your answer?
5. Identify the point of view. Who is the speaker(s) of the poem? Who is the audience?
6. What is taking place in the poem? (action or ideas)
7. What is the central purpose of the poem? (theme)
Analysis in Poetry
Key Words
www.pps.k12.or.us/files/curriculum/4_Blooms_for_ELLs-1.doc‎
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