“ assistant principals’ training january 17, 2011 maria f. crenshaw

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ASSISTANT PRINCIPALS’ TRAININGJanuary 17, 2011Maria F. Crenshaw

BoggleIn two minutes write down everything you know about

Bloom’s Taxonomy.

When finished, draw a line underneath your list.

Blooms

Remembering Remembering

Verbs Products

definelist

namerecall

definitionsfact charts

listsworksheets

Can the studentrecall or remember

the information?

UnderstandingUnderstanding

Verbs Products

calculatedescribediscussexplainidentify

drawingsummary

RememberingRemembering

Can the studentexplain ideas or

concepts?

UnderstandingUnderstanding

Verbs Products

classifydemonstrate

solveuse

collectionpresentation

model building

RememberingRemembering

ApplyingApplying

Can the studentuse the information

in a new way?

UnderstandingUnderstanding

Verbs Products

comparecontrast

differentiateinfer

chartquestionnairespreadsheet

survey

RememberingRemembering

ApplyingApplying

AnalyzingAnalyzing

Can the studentdistinguish

between the different parts?

UnderstandingUnderstanding

Verbs Products

selectdefendjudge

support

critiquereport

recommendation

RememberingRemembering

ApplyingApplying

AnalyzingAnalyzing

EvaluatingEvaluating

Can the student justifya stand or decision?

UnderstandingUnderstanding

Verbs Products

combinecreatedesignpredict

puppet showcartoon

multimedia

RememberingRemembering

ApplyingApplying

AnalyzingAnalyzing

EvaluatingEvaluating

CreatingCreating

Can the student create anew product or point of view?

UnderstandingUnderstanding

RememberingRemembering

ApplyingApplying

AnalyzingAnalyzing

EvaluatingEvaluating

CreatingCreating

Revised (New) Blooms

RememberingRemembering

IdentifyIdentify the characters in the Three the characters in the Three Bears.Bears.

House flips up...characters are

inside

UnderstandingUnderstanding

SummarizeSummarize the story. the story.

ApplyingApplying

ConstructConstruct a theory as to why Goldilocks a theory as to why Goldilocks went into the house.went into the house.

Blondie Goes Wild!Blondie Goes Wild!

AnalyzingAnalyzingDifferentiateDifferentiate between how Goldilocks between how Goldilocks reacted and how you would react in reacted and how you would react in

each story event .each story event .

Goldilocks Me

EvaluatingEvaluatingAssessAssess whether or not people think this whether or not people think this

really happened.really happened.

Survey Monkey

CreatingCreatingDeviseDevise an action plan that Papa Bear, an action plan that Papa Bear,

Mother Bear and Baby Bear could write to Mother Bear and Baby Bear could write to keep Goldilocks from the Three Bears’ keep Goldilocks from the Three Bears’

home.home.

Action Plan1. Put bars on windows

2. Make soup with leftovers from two weeks ago

3. Buy a dog4. Get rid of

Sleep Memory mattress

by A. Wolf

1. Write one objectiveusing the assigned level

of Blooms.

2. Describe one product that you could

create for your objective.

3. Make a poster and be prepared to

share.

Blueprint, Curriculum Framework and Bloom’s

Taxonomy

Dissecting the SOLs

Differentiation

Content Process ProductWhat

studentslearn

Howstudents

learn

Howstudents

show what theyhave learned

Tiered Assignments

Tier ITier II

Tier III

Tier I

Identify the verbs in the Curriculum Framework using highlighters.

Tier II:

Identify the verbs using the Curriculum Framework and a chart.

Tier III:

Identify the verbs in the Curriculum Framework using highlighting tape. Pictures were taken and captioned.

Questions???