Strategies, Technology, and Questions – CPALMS Lesson Plan Activity Resource Sheet | Online Assignment Help

Strategies, Technology, and Questions – CPALMS Lesson Plan Activity Resource Sheet

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The purpose of this assignment is to: Examine effective inquiry-based strategies for incorporating high-order and probing questions that challenge student thinking, promote discussion, and elicit possible misconceptions.

1. Explore http://www.cpalms.org/Public/ for lesson plans and instructional ideas aligned to the Florida Standards.

2. Choose a lesson plan appropriate to current classrooms/students from CPALMS

3. Choose a topic and lesson you would like to teach from CPALMS

4. Use the STQ CPALMS Activity Template for Assignment – Content area of shell

5. Fill out each part of the lesson plan template so that you understand the different parts of a lesson (Lesson Plan Template) – be sure your lesson plan has the sections covered in the template, if not, find another

6. After you complete that portion of the activity, you will add some of your own features to the lesson

7. Add a new teaching strategy to the lesson – be specific about how you will use it – examples (not limited to these)

a. KWL – specific with that you are asking what they know, want to know

b. Jigsaw – be specific

c. Cooperative Learning idea – Think, Pair, Share; other activity

d. Morning meeting activity – be specific

e. Graphic organizers – be specific

f. Brainstorming – be specific

8. Add a new technology idea – be specific about topic – examples (not limited to these)

a. Kahoot or game to activate prior knowledge or other idea

b. Padlet – how would you specifically use it

c. QR code – how would you specifically use it

d. Powtoon – how would you specifically use it

e. SeeSaw – how would you specifically use it

f. Ipads with applications – Poplet, Pic Collage, Glogster, Shadow Puppet, Imovie, Skitch, DoodleBuddy – explain what they are and how you would specifically use one

9. Add a question/activity for each section of Bloom’s taxonomy – Bloom’s review is below

a. Remember –

b. Understand –

c. Apply –

d. Analyze –

e. Evaluate –

f. Create –

Bloom’s Taxonomy

1. Watch video – transcript course shell

Bloom’s Taxonomy

2. Review info below

Macintosh HD:Users:mcdanir:Desktop:Screen Shot 2018-04-09 at 12.26.33 PM.png Bloom’s Taxonomy by Patricia Armstrong, former Assistant Director, Center for Teaching

loom's Taxonomy

The above graphic is released under a Creative Commons Attribution license. You’re free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the “Download this photo” icon.

Transcript of graphic above –

Triangle with levels of Bloom’s Taxonomy from bottom to top explaining higher order thinking questions/activities as they evolve in complexity.

Bottom level – Remember – recall facts and basic concepts (define, duplicate, list, memorize, repeat, state

Second level – understand – Explain ideas or concepts (classify, describe, discuss, explain, identify, locate, recognize, report, select, translate

Third level – Apply – Use information in new situations (execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch

Fourth level – Analyze – Draw connections among ideas (differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test

Fifth level – Evaluate – justify a stand or decision (appraise, argue, defend, judge, select, support, value, critique, weigh

Sixth/Top Level – Create – Produce new or original work (design, assemble, construct, conjecture, develop, formulate, author, investigate

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom’s Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom’s Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment . This title draws attention away from the somewhat static notion of “educational objectives” (in Bloom’s original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These “action words” describe the cognitive processes by which thinkers encounter and work with knowledge:

· Remember

· Recognizing

· Recalling

· Understand

· Interpreting

· Exemplifying

· Classifying

· Summarizing

· Inferring

· Comparing

· Explaining

· Apply

· Executing

· Implementing

· Analyze

· Differentiating

· Organizing

· Attributing

· Evaluate

· Checking

· Critiquing

· Create

· Generating

· Planning

· Producing

Why Use Bloom’s Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Teachers can benefit from using frameworks to organize objectives because

3. Organizing objectives helps to clarify objectives for themselves and for students.

4. Having an organized set of objectives helps teachers to:

· “plan and deliver appropriate instruction”;

· “design valid assessment tasks and strategies”;and

· “ensure that instruction and assessment are aligned with the objectives.”

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives .

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives , entitled “The Taxonomy in Use,” provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, “The Taxonomy in Perspective,” provides information about 19 alternative frameworks to Bloom’s Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom’s Taxonomy.

Examples of using Bloom’s questions and Activities (retrieved from Top Hat https://tophat.com/thankyoupage/download-top-hat-toolkit2j9s82k1/)

To help with understanding, here is one more example for you, using Bloom’s with the Philosophy of Teaching information we just covered. These are activities that could be applied to the unit we just finished.

Transcript of Poster in Picture above

Poster of each level of Bloom’s with an example of an activity that could be done to align with the Philosophy of Teaching assignment we just did.

Remember – A ________________of teaching represents your beliefs about teaching.

Understand – Explain what a Philosophy of Teaching is and why it’s important to a teacher

Apply – Choose which philosophy you believe in and thread it into your beliefs outlined in your philosophy of teaching

Evaluate – Predict how and why a teaching philosophy may evolve

Create – Author your own philosophy of teaching

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