“From Here to ThereFrom Here to There”

Louise Van de WaterKelston Girls College

What are we doing?What are we doing?

Using Blooms Taxonomy to shape 3 level guides and retrieval grids to move students on to higher order thinking in their reading and writing and thus to more academic success.

By studying Blooms Taxonomy and using what we know of it to shape our questions for a retrieval grid.

We will look at a retrieval grid using the ‘Alcohol’ resource and study a model and see how they work.

We will then use School Journal Part 4 No2 2010, choose a text and, in groups, construct a retrieval grid

How will we do it?How will we do it?

How will I know I have been How will I know I have been successful?successful?

I will know what Blooms Taxonomy is

I will know how to apply it to the creation and use of a retrieval grid.

Bloom’s Revised TaxonomyBloom’s Revised Taxonomy

Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing,

classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving,

naming, finding

Bloom’s RevisedBloom’s Revised TaxonomyTaxonomy

Analysing Breaking information into parts to explore

understandings and relationships Comparing, organising, deconstructing,

interrogating, finding Applying Using information in another familiar

situation Implementing, carrying out, using,

executing

Bloom’s RevisedBloom’s Revised TaxonomyTaxonomy

Creating Generating new ideas, products, or ways

of viewing things Designing, constructing, planning,

producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing,

experimenting, judging

How to share a new strategy with studentsHow to share a new strategy with students

Share the purpose of the strategy Model the strategy and ask/explain why it

might help to read better/write better Get students to use the strategy Collect student voice in regards to what they

did/why they did it/how it helped them to learn Share with students their collated voice Give feedback and repeat the process until the

evidence shows independence (task or student voice)

Have clear learning intentions

Develop challenging success criteria

Understand and use a range of learning strategies

Know when students are not progressing

Provide feedback Visibly learn themselves

Understand learning intentions

Be challenged by success criteria

Develop a range of learning strategies

Know when they are not progressing

Seek feedback Visibly teach themselves

What is Thinking?What is Thinking?

Reflecting on own learning

Questioning Seeking, using and

creating knowledge Using creative, critical and

meta cognitive processes Challenging assumptions

and perceptions Understanding and using

thinking tools

What is Managing Self?What is Managing Self?

Having a “can-do” attitude Developing strategies for

meeting challenges Self – assessment Students seeing themselves

as capable learners Reliability and resilience Setting goals and

developing plans

What is Using language, texts and Symbols?What is Using language, texts and Symbols?

Making meaning of language Using ICT for learning Scientific skills Inquiry Learning Reading Comprehension skills. Mathematical skills Communicating ideas and

experience Interpreting visual images Writing skills

Retrieval GridRetrieval Grid

What happened?

Who was involved?

Where did this happen?

What affect does excess alcohol have on your system?

Your response to this text?

Retrieval GridRetrieval Grid