Writing Objectives Using Bloom's Taxonomy | Center for Teaching & Learning Various researchers have summarized how to use Bloom’s Taxonomy. Following are four interpretations that you can use as guides in helping to write objectives using Bloom’s Taxonomy. From: KC Metro [old link, no longer functioning?] Bloom’s Taxonomy divides the way people learn into three domains. One of these is the cognitive domain, which emphasizes intellectual outcomes. From: UMUC From: Stewards Task Oriented Question Construction Wheel Based on Bloom’s Taxonomy Task Oriented Question Construction Wheel Based on Bloom’s Taxonomy. ©2001 St. From: GA Tech According to Benjamin Bloom, and his colleagues, there are six levels of cognition: Ideally, each of these levels should be covered in each course and, thus, at least one objective should be written for each level. Below are examples of objectives written for each level of Bloom’s Taxonomy and activities and assessment tools based on those objectives. Attachment: Writing Objectives Using Bloom's Taxonomy [PDF, 323 KB]
How School Funding's Reliance On Property Taxes Fails Children Let's begin with a choice. Say there's a check in the mail. It's meant to help you run your household. It's not a trick question. That $9,794 is how much money the Chicago Ridge School District in Illinois spent per child in 2013 (the number has been adjusted by Education Week to account for regional cost differences). Ridge's two elementary campuses and one middle school sit along Chicago's southern edge. Here, one nurse commutes between three schools, and the two elementary schools share an art teacher and a music teacher. "We don't have a lot of the extra things that other districts may have, simply because we can't afford them," says Ridge Superintendent Kevin Russell. One of those other districts sits less than an hour north, in Chicago's affluent suburbs, nestled into a warren of corporate offices: Rondout School, the only campus in Rondout District 72. It has 22 teachers and 145 students, and spent $28,639 on each one of them. What does that look like? The Simple Answer toggle caption
IEP Goal Bank This IEP GOAL BANK is the place where you can "deposit" your own IEP goals/objectives and "withdraw" the goals/objectives contributed by others. Few things cause more angst in our profession than writing IEP goals/objectives! One way to simplify the process is to use the template below. If all sections of this template are filled in, then your goal/objective is measurable. IEP Goal/Objective Template: From a baseline of ___, the student will.... perform a specific skill a specified number of times under specified conditions at a specified level of achievement for a specific length of time. For example: From a baseline of 55% at the single word level, Joey will... correctly produce an /s/ in the initial position of 25 words from his classroom curriculum after highlighting those sounds as a visual reminder in 8 of 10 trials (80% accuracy) for three consecutive therapy sessions. IMPORTANT NOTE: You will likely NOT be able to use these goals/objectives "as is." 3. 4. Fluency Goals: I. II.
IEP Goals for Behavior Plans Behavioral Goals may be placed in an IEP when it is accompanied by a Functional Behavioral Analysis (FBA) and Behavior Improvement Plan (BIP) . An IEP that has behavioral goals should also have a behavioral section in the present levels, indicating that behavior is an educational need. If the behavior is one that could be handled by changing the environment or by establishing procedures, you need to attempt other interventions before you alter an IEP. With RTI (Response to Intervention) entering the area of behavior, your school may have a procedure for being sure that you attempt interventions before you add a behavioral goal to an IEP. Why avoid behavioral goals? Behavioral goals will automatically withdraw a student from the progressive discipline plan in place in your school, as you have identified behavior as a part of the student's disability. What Makes a Good Behavioral Goal? In order for a behavioral goal to legally be an appropriate part of an IEP, it should:
NOT Waiting for Superman : Issues/Who’s bashing teachers and public schools, and what can we do about it? On Dec. 10, 2010, Rethinking Schools editor Stan Karp spoke to about 250 people at Jefferson High School in Portland, Oregon. His presentation, “Who’s Bashing Teachers and Public Schools, and What Can We Do about It?,” was sponsored by the Portland Association of Teachers (NEA) and Rethinking Schools. The talk was preceded by remarks by Portland Association of Teachers president, Rebecca Levison, and Portland Area Rethinking Schools activist Mark Hansen. Below is a transcript of Karp’s talk. A video of the presentation can be found at www.notwaitingforsuperman.org, and the audio can be heard here. Pleasure to be here. Unfortunately that’s not happening. The short answer to this question is that far too many people are bashing teachers and public schools, and we need to give them more homework because very few of them know what they’re talking about. But the longer answer is that the bashing is coming from different places for different reasons. Today the targets have changed. Sec.
The Harvard Educational Review - HEPG The early part of the twenty-first century has been marked by large structural and policy changes aimed at improving the quality of schooling in America. Yet despite decades of reform in areas such as funding, school organization, accountability, and school choice, it remains an open question as to whether these reforms have translated into meaningful changes in instructional practice and student learning. This question is at the heart of Inside the Black Box of Classroom Practice: Change Without Reform in American Education. Cuban organizes the book in three parts. In Part II, Cuban shifts to examine teaching alongside medicine, highlighting their similarities as “helping professions” (p. 96) that have recently undergone similar reforms in funding, technology, and accountability. Cuban first focuses on medicine, outlining how structural reforms have resulted in constrained autonomy for physicians yet have also influenced the ways in which physicians diagnose and treat patients. e.l.
National SEED Project - White Privilege: Unpacking the Invisible Knapsack White Privilege: Unpacking the Invisible Knapsack Downloadable PDF © 1989 Peggy McIntosh "White Privilege: Unpacking the Invisible Knapsack" first appeared in Peace and Freedom Magazine, July/August, 1989, pp. 10-12, a publication of the Women’s International League for Peace and Freedom, Philadelphia, PA. Anyone who wishes to reproduce more than 35 copies of this article must apply to the author, Dr. I was taught to see racism only in individual acts of meanness, not in invisible systems conferring dominance on my group. Through work to bring materials from Women’s Studies into the rest of the curriculum, I have often noticed men’s unwillingness to grant that they are over-privileged, even though they may grant that women are disadvantaged. Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in our society are interlocking, there was most likely a phenomenon of white privilege that was similarly denied and protected.
National SEED Project - Curriculum As Window and Mirror Emily Style Social Science Record, Fall, 1996. First published in Listening for All Voices, Oak Knoll School monograph, Summit, NJ, 1988. Consider how the curriculum functions, insisting with its disciplined structure that there are ways (plural) of seeing. Years ago a Peanuts cartoon illustrated this vividly for me. In the following day's comic strip, the bird Woodstock had apparently made a protest; Snoopy responded by shifting the definition to "feather-deep." Perhaps the only truth that remains, after such an exchange, is that "Beauty is," still no small truth to expound upon. Downloadable PDF For me, the beauty of the classroom gathering lies in its possibilities for seeing new varieties of Beauty. In considering how the curriculum functions, it is essential to note the connection between eyesight and insight. At this point, I would link hearing and seeing to emphasize a further aspect of shared framing. In her commitment to inclusive seeing, Eudora Welty wrote, Differences exist.