Bloom’s Taxonomy is my favorite tool for teaching. And Analyze is my favorite level of Bloom’s Taxonomy.
Tagged WithBlooms Taxonomy
How Do We Make On-Level Writers Into Advanced Writers?
I knew how to help my below-level writers become on-level. But how the heck do you make the next step?
Evaluate with Academic Tournaments
The bracketed tournament isn’t just for college basketball. Set up a tournament to determine best president, state, element, or literary character and challenge your students to make interesting judgements.
Creating A New Creature
We’re not doing a fluffy art project here. Kids are developing a realistic, made up creature that could have actually lived in a particular biome.
Moving Between the Specific and Abstract
When differentiating, it’s helpful to note where on the “spectrum of abstraction” your content lies. Then, see what happens when you move that content to be more abstract or more specific. It often unlocks lots of new opportunities for thinking.
The Inert Knowledge Problem
90 years ago, Alfred North Whitehead used the term “the inert knowledge problem” to describe an issue he faced while teaching. I’ll bet you’ve seen the same thing…
Are Students Thinking or Merely Remembering?
The more I started looking, the more I realized that most of my questions asked students to remember, not actually think.
Stretching Students
I’ve been revisiting this lovely excerpt from Carol Ann Tomlinson’s article “Meeting Needs in Regular Classroom” and a few words really stood out to me…
Depth or Complexity Alone Isn’t Deep Enough
You can use the prompts of depth and complexity yet still ask very shallow questions. Here’s how to avoid this common pitfall…
Creating In Science
It’s easy for science instruction to linger in the bowels of Bloom’s Taxonomy as we try to cram everything into the tiny time allotted. However, isolated facts don’t inspire our students. Let’s set up units that invoke creativity but demand knowledge.