14 Bloom's Taxonomy Posters For Teachers. 14 Brilliant Bloom’s Taxonomy Posters For Teachers by TeachThought Staff Bloom’s Taxonomy is a useful tool for assessment design, but using it only for that function is like using a race car to go to the grocery–a huge waste of potential. In an upcoming post we’re going to look at better use of Bloom’s taxonomy in the classroom, but during research for that post it became interesting how many variations there are of the original work. While a handful of the charts below only show aesthetic changes compared to others, most are concept maps of sorts–with graphic design that signifies extended function (power verbs), detail (clear explanations), or features of some sort (Bloom’s Taxonomy tasks by level). The follow simple, student-centered Bloom’s graphics were created by helloliteracy! The following “Bloom’s pinwheel” comes from Kelly Tenkley and ilearntechnology.com: Grades 9 to 12 - The Project Approach. Grades 9 to 128pccdj2014-10-21T10:13:41+00:00 This New House (10th-grade math/chemistry) Guided by essential questions and implemented at High Tech High, a project-based school in Chula Vista, California, this project exposed students to the concept of sustainable architecture and enabled them to try their hands at designing a sustainable home.
Students tackled such big questions as how solar energy can heat or cool a home—and how over-development impacts the environment. The write-up includes learning objectives, an overview, activities, reflections, and more, and the project serves as a great example of how to integrate “green” education into project work. San Diego Bay Field Guide (11th-grade biology/humanities/math) Also from High Tech High in Chula Vista, California, this project combines curricula learning objectives with service to the community.
Drug Movie (10th-grade humanities, chemistry, math, and multi-media) Project Search. Global SchoolNet: Home. Project-Based Learning (PBL) | Learning Zone. Some additional practical resources about getting started with PBL in your classroom are here on my wiki. One very holistic approach that has emerged to put constructivism into action is Project-Based Learning (PBL) which also infuses technology into learning activities in a very natural way. Experts in this field aim to cultivate the life of the child’s mind in a way that develops not only cognitive processes but also emotional, aesthetic and spiritual contexts, as well as social relationships (Katz, 2000).
PBL centres around a structure of inquiry that begins with the students’ interests, in collaboration with the teacher. Children make predictions, and investigate through observation, interviews, fieldwork and gathering information from a variety of sources. In the process of gathering information, findings are recorded and shared in an collaborative (usually public) way, with all students accepting responsibility for their part in the discovery process. McGrath, D. (2003, February). iEARN Collaboration Centre. The language learning theories of Professor J. Cummins. The information and advice on this page was written for FIS teachers in advance of the visit to the school of Professor J. Cummins. Cummins is one of the world’s leading authorities on bilingual education and second language acquisition.
Mainstream teachers who have a knowledge of his theories and act on his advice will be in a much stronger position to help the ESL students in their classes. Cummins makes the distinction between two differing kinds of language proficiency. CALP is Cognitive Academic Language Proficiency, and, as the name suggests, is the basis for a child’s ability to cope with the academic demands placed upon her in the various subjects. Implications for mainstream teachers We should not assume that non-native speakers who have attained a high degree of fluency and accuracy in everyday spoken English have the corresponding academic language proficiency. 2. It is very important that students be encouraged to continue their native language development. 3. 4. References. BICS/CALP. What is BICS & CALP? These terms are commonly used in discussion of bilingual education and arise from the early work of Cummins (1984) in which he demonstrated his ideas about the two principal continua of second language development in a simple matrix.
BICS describes the development of conversational fluency (Basic Interpersonal Communicative Skills) in the second language, whereas CALP describes the use of language in decontextualized academic situations (Cognitive Academic Language Proficiency ). According to Baker (2006) "BICS is said to occur when there are contextual supports and props for language delivery. Face-to-face `context embedded´ [boldface in original] situations provide, for example, non-verbal support to secure understanding. Actions with eyes and hands, instant feedback, cues and clues support verbal language.
CALP, on the other hand, is said to occur in 'context reduced' [boldface in original] academic situations. Back to top What are some examples of BICS & CALP? The Jigsaw Classroom. Driving Questions. Now that we have looked at how to ask questions, let's look at why we ask questions. What is our objective? The kind of question we ask our students changes depending on how far along we have progressed in a project and on the mastery level of our students. As students proceed through a project, we can identify two levels of progression: horizontal and vertical.
Horizontal progression enhances the breadth of student knowledge and occurs as students work through different stages of a project. Vertical progression enhances the depth of student knowledge and occurs as students gain mastery of each topic. Asking questions allows us to increase the breadth and depth of students' learning. The major horizontal questioning stages encountered in the classroom are outlined below. At the Beginning of a Project: Brainstorming: The driving question is posed to get students' juices flowing about a topic.
During a Project: Clarification: Student ask questions to clarify a point or a concept. Driving Questions. What is Inquiry-Based Learning? Crafting Questions That Drive Projects. Which comes first, the driving question or the learning goals? I think it depends. The most successful projects feed off of students’ passions. Don’t be afraid to tap into them. Take what they are interested in and find a way to connect that interest to learning standards. In my first year of teaching, my fifth graders were obsessed with SpongeBob Squarepants. They would enter the classroom each morning talking about the cartoon and its characters. They would mention SpongeBob any chance they got during class. What adventures would SpongeBob have during the Great Depression? So, to develop a driving question, you can use students' interest as a starting point and then creatively connect learning standards.
Some of the learning aims my school had for students in math were working with decimals and graphing data. So, you can start with a topic or you start with learning standards to develop a driving question. #whatis# ??? | Course 4 – Final Project Ideas. It’s time for the FINAL PROJECT!!! Do I have a clear idea on exactly what I will do with my kiddos? Definitely not! But I do have a few ideas. I definitely know I want my students to start using Twitter so they can gain access to a much larger learning community. Through Coetail and Twitter, another teacher recently reached out to me and asked about “connecting” our classes. My PLN in action :) Throughout January, Suzy and I will work on creating an online community for our students to Tweet and hopefully blog. We are currently in the process of setting up guidelines, writing letters for parents, setting up accounts, etc. I’m not sure how smoothly this will go, but at least we’re giving it a shot!
Our Plan for January- Project Idea #1: PBL Approach Transdisciplinary Theme: How we organize ourselves Central Idea: Planning journeys and events involve organization Lines of Inquiry (key concepts): Question: Why is it important to organize or plan an event? Sample of my checklist: Goals: 20 Collaborative Learning Tips And Strategies For Teachers. 20 Collaborative Learning Tips And Strategies For Teachers by Miriam Clifford This post has been updated from a 2011 post. There is an age old adage that says “two heads are better than one”. Consider collaboration in recent history: Watson and Crick or Page and Brin (Founders of Google). Yes, those two were of course Bill Gates and Paul Allen, the founders of Microsoft. Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually.
Groups tend to learn through “discussion, clarification of ideas, and evaluation of other’s ideas.” Collaborative learning teams are said to attain higher level thinking and preserve information for longer times than students working individually. Many consider Vygotsky the father of “social learning”. What are some ways to include best practices for collaborative learning in our classroom? 1. 2. 3. 4. Successful interpersonal communication must exist in teams. 5. 6. 7. 8. 9. Minilessons. What are learning skills? The 21st century learning skills are often called the 4 C’s: critical thinking, creative thinking, communicating, and collaborating.
These skills help students learn, and so they are vital to success in school and beyond. Critical Thinking Critical thinking is focused, careful analysis of something to better understand it. When people speak of “left brain” activity, they are usually referring to critical thinking. Analyzing is breaking something down into its parts, examining each part, and noting how the parts fit together. Creative Thinking Creative thinking is expansive, open-ended invention and discovery of possibilities.
Brainstorming ideas involves asking a question and rapidly listing all answers, even those that are far-fetched, impractical, or impossible. Communicating Analyzing the situation means thinking about the subject, purpose, sender, receiver, medium, and context of a message. Collaborating. Project Based Learning - Zulama. In Project Based Learning (PBL), students conduct an extended process of inquiry in response to a complex question, problem, or challenge. The Zulama projects allow for student “voice and choice,” yet are carefully planned, managed, and assessed to help students: Learn important academic contentPractice 21st Century Skills such as collaboration, communication & critical thinkingCreate high-quality, authentic products & presentations Zulama project based learning: is organized around an open-ended driving question that focuses student work and deepens learning by centering on significant issues, debates, questions and/or problems.creates a need to know essential content and skills.presents students with knowledge and concepts that, once learned, are applied.
Why use PBL? Students gain a deeper understanding of the concepts and standards at the heart of a project. If we are serious about reaching 21st Century educational goals, PBL must be at the center of 21st Century instruction. Project-Based Learning (PBL) Activities | Learn & Grow Educational Series. Click on the links below to find lesson plans tied to the Common Core and STEM, all centered around classroom self-watering bucket container gardens. Each lesson plan is organized by grade level, but is also geared towards learners of specific developmental levels according to Piagetian scales to aid in adapting the curriculum to learners with developmental delays.
Project Lesson Plans: Almost all of our PBL activities are centered around the construction and use of self-watering bucket containers using 5-gallon buckets. For a list of materials, step-by-step instructions, and a video demonstration on how to build a self-watering bucket container, click here. Our PBL activities are currently designed around classroom container gardens, though we have plans to expand to include school-wide container gardens.
For Students with Special Needs: Above we have listed our PBL activities according to grade for the purpose of tying our content to the Common Core. The Basic K-12 Curriculum: Plants and Animals PBL. Questions from Project-Based Learning Primary Classrooms. Inquiry-Based Learning: From Teacher-Guided to Student-Driven. Question Formulation Technique by Mike Jabot. Driving question mjgorman. PBLDriving Question. Student Handouts. Driving Questions. STEAM + Project-Based Learning: Real Solutions From Driving Questions. Ronnie: Boys and girls, what is inside of this bag? Air. You are going to see convection at its best. Natasha: Now that we are a STEAM school, using project based learning as our primary instructional strategy, we see our students succeeding at the highest levels. They're interested in what's happening in the world. They're interested in their own learning and how they're going to apply that.
Ronnie: So here at Charles Drew Charter School, we are a STEAM school, with the emphasis on science, technology, engineering, the arts and math. Teacher: This is called a? Children: Flute. Teacher: Flute. Sayj: I'm taking dance and orchestra right now. Joshua: I like technology too. Adia: I love science, and I like to learn about how things work. Donya: Well, for us, project based learning and STEAM can't really be separated. Abigail: Instead of teaching these skills and these disciplines in isolation, we collaborate and work together.
Abigail: Project based learning is not just creating a project. Project-Based Learning. How to Write Effective Driving Questions for Project-Based Learning. To get a better sense of this, I encourage you to watch some videos at the Buck Institute for Education's "How To Do PBL" playlist on their YouTube Channel before we dig in. Our Driving Question Now Is: How to Write an Effective Driving Question? First, we need to understand why we have them. Driving questions are there for two entities, the teacher and the student. For the teacher: A DQ helps to initiate and focus the inquiry. It also captures and communicates the purpose of the project in a succinct question. For the student Ultimately, the driving question is for the students. It guides the project work. This relates to my next point. My driving question is posted all over my classroom.
The Tale of the "Snarky Kid" I must tell the story about "Snarky Kid. " My administrator, of course, came up to Snarky Kid, and asked, "What are you working on and why? " Snarky Kid replied, "We are working on stupid commas. " "Oh, I see," said my administrator. Fantastic, right!?! Blog. Crafting Questions That Drive Projects.