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Using Bloom’s Revised Taxonomy to Differentiate Instruction to Meet the Needs of All Students Presented by Stephanie M. Hamilton
| Date post: | 20-Feb-2017 |
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Using Bloom’s Revised Taxonomy to Differentiate
Instruction to Meet the Needs of All Students
Presented byStephanie M. Hamilton
By differentiating instruction, students have multiple options for taking in
information and making sense of ideas.
We can’t expect students to change themselves for the curriculum.
Teachers should …..
be flexible in their approach to teaching
adjust the curriculum according to student needs present information to learners in a variety of ways
Bloom’s Revised Taxonomy Can Help!
Action verbs instead of nouns More rigorous cognitive demand as
you climb the taxonomy Make lessons more or less
challenging
Bloom’s Revised Taxonomy Can Help!
Easily adapt lessons and learning centers
Create meaningful essential questions that encourage deeper, critical thinking
What is it?Bloom’s taxonomy was developed in the 1950’s and is still used today to categorize ways of learning and thinking in a hierarchical structure. A revised model was developed in the 1990’s to better fit educational practices of the 21st century.
Rev
ised
Ta
xono
my
Assessing Mastery
English Language Arts Standards » Reading: Literature » Grade 3
CCSS.ELA-LITERACY.RL.3.7Explain how specific aspects of a text's
illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
Differentiating Instruction
To meet the needs of all students, how can we make this objective less challenging for struggling students and more challenging for advanced students?
Less ChallengingIdentify specific aspects of a text's
illustrations and Describe how they contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
More ChallengingAnalyze specific aspects of a text's
illustrations to Evaluate how they contribute to or expand upon what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)
English Language Arts Standards » Reading: Informational Text » Grade 7
Craft and Structure: CCSS.ELA-LITERACY.RI.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
Less Challenging
List vocabulary used in a text; explain the meaning of these words including figurative, connotative, and technical meanings
More Challenging
Categorize words and phrases as they are used in a text, that have figurative, connotative, and/or technical meanings; critique the impact of a specific word choice on meaning and tone.
More Information ….
Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon.
Read More ….
http://www.amazon.com/Informational-Text-Toolkit-Research-based-Strategies-ebook/dp/B00JF9I4LE
Informational Text Toolkit
By Stephanie M.
HamiltoneBook - $2.99
About me ….30 + years in education as a teacher, trainer, professor, curriculum writer, and believer in children!
Author of “Surviving the First Two Weeks of School” eBook available on Amazon.
