Blooming Menus

1. Blooming Menus Bloom’s Taxonomy: Theory into Practice Tricia Smith June 10th, 2010

2. Agenda

3. Workshop Objectives • Understand the levels and practical applications of Bloom’s Taxonomy • Collaborate with colleagues to create concept menus that emphasize higher level thinking skills • Post a variety of completed menus or potential menu ideas to TAG Cluster Teacher Wiki. http://tagclusterteachers.wikispaces.com/ If you don’t have a current wiki account please visit http://www.wikispaces.com to set one up.

4. Intro to Bloom • In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. This became a taxonomy including three overlapping domains: • Cognitive (knowledge) • Affective (attitude) • Psychomotor (physical skills)

5. Cognitive • Cognitive learning is demonstrated by knowledge recall and the intellectual skills: comprehending information, organizing ideas, analyzing and synthesizing data, applying knowledge, choosing among alternatives in problem-solving, and evaluating ideas or actions. • Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which was classified as evaluation.

6. Affective and Psychomotor • The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex: • Psychomotor learning is demonstrated by physical skills; coordination, dexterity, manipulation, grace, strength, speed; actions which demonstrate the fine motor skills such as use of precision instruments or tools, or actions which evidence gross motor skills such as the use of the body in dance or athletic performance. • http://www.nwlink.com/~donclark/hrd/bloom.html

7. Original Bloom’s Taxonomy Higher Thought Processes Original Bloom’s Taxonomy Lower Thought Processes

8. Revised Bloom’s Taxonomy During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy to reflect relevance to 21st century work. Note the change from Nouns to Verbs to describe the different levels of the taxonomy. Revised Bloom’s Taxonomy Original Bloom’s Taxonomy

9. Cognitive Processes Lower Thought Processes • Remembering: Memorizing and repeating information verbatim • List • State • Understanding: Demonstrating understanding of terms and concepts • Explain in your own words • Interpret • Applying: Applying learned information to solve a problem • Calculate • Solve Higher Thought Processes

10. Cognitive Processes Lower Thought Processes • Analyzing: Breaking things down into their elements, formulating theoretical explanations or mathematical or logical models for observed phenomena • Derive • Explain • Evaluating: Making and justifying value judgments or selections from among alternatives • Determine • Select • Critique • Creating: Creating something, combining elements in novel ways • Formulate • Make up • Design Higher Thought Processes

11. Bloom’s TEKSonomy

13. Objective to Outcome

14. Menus: From Creation to Assessment

15. What is an Extension Menu? An extension menu is an array of independent learning activities presented in a ‘choice’ or ‘menu’ format to provide students with options for extending or enriching the essential curriculum.

16. Why Use Extension Menus? • Enrich or extend the essential curriculum • Minimizes Glass Ceiling (invisible barrier that limits what students are allowed to learn) • Provide alternative activities that address the differing abilities, interests, or learning styles of all students • Allow choice

17. Why Use Extension Menus? • To differentiate the learning experience for gifted students, we adjust the content, the learning processes, the types of products that are created, and the learning environment through different expectations, places to do their work, and assessment practices. Winebrenner, Susan. Teaching Strategies for Gifted Students. http://www.susanwinebrenner.com/handouts.html

19. Classroom Uses of Extension Menus • Anchoring activity (defined by Carol Ann Tomlinson as, “meaningful work done individually and silently”) especially when children first begin a class or when they finish assigned work • Culminating activity (performance assessment) • Follow-up activity • Learning center • Independent activity • Homework

20. Kinds of Menus • “Menu”: Appetizers, Main Dish (levels 1-2), Side Dishes (levels 3-4), and Desserts (levels 5-6) • Tic-Tac-Toe or Think Tac Toe • List Menu • 2-5-8 Menu • Baseball • Game Show Menu • Choice Board • Learning Contracts • Menu Templates

21. Menu Considerations Laurie Westphal, 2007 Handouts from Meaningful Menus for Creating choice in your Classroom! Workshop

22. Assessment • General Grading Rubric (attachment below) • Supplement to General Rubric • Completed on time or by compromised extension date • Daily Project Log Completion • Create your own rubric at Rubistar • Rubric Ideas at Practical Assessment, Research, and Evaluation

23. Using Bloom to create menus

25. Bloom-based Verb Wheel

26. Objectives, Activities, & Assessments http://teaching.uncc.edu/resources/best-practice-articles/goals-objectives/objectives-using-bloom

27. Objectives, Activities, & Assessments http://teaching.uncc.edu/resources/best-practice-articles/goals-objectives/objectives-using-bloom

28. Objectives, Activities, & Assessments http://teaching.uncc.edu/resources/best-practice-articles/goals-objectives/objectives-using-bloom