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Students want teachers who««
Teachers want Students who... come prepared to class. Teachers want students who««
Because student-centered learning can be time-consuming and messy." . When students are busy making up their own minds. efficiency will sometimes argue for the Sage. rubrics assessment) Sage on the Stage vs. problem-solving and investigation become the priority classroom activities. the teacher becomes a Guide on the Side. Guide on the Side "A good teacher knows when to act as Sage on the Stage and when to act as a Guide on the Side. notes test) Student centered classroom (cooperative learning paired acTivities. When questioning.The Role of the Teacher Teacher centered classroom (lecture. the role of the teacher shifts.
Bloom identified six levels within the cognitive domain. . as the lowest level.. to the highest order which is classified as evaluation. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level. through increasingly more complex and abstract mental levels. Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. from the simple recall or recognition of facts.In 1956. Verb examples that represent intellectual activity on each level are listed here..the recall of information.
relate. Comprehension: classify. illustrate. order.1. translate. practice. indicate. duplicate. locate. report. dramatize. recognize. memorize. recognize. define. explain. schedule. list. operate. label. review. sketch. 2. . employ. use. name. write. repeat. express. interpret. recall. choose. discuss. identify. demonstrate. select.Knowledge: arrange. state. restate. solve. Application: apply. describe. reproduce. 3.
contrast. examine. experiment. set up. discriminate. plan. core. choose. rate.4. develop. construct. evaluate. formulate. judge. criticize. estimate. Analysis: analyze. attach. assemble. calculate. manage. question. design. create. defend. compose. argue. . 5. distinguish. propose. predict. appraise. value. compare. organize. Synthesis: arrange. test. assess. categorize. prepare. Evaluation: appraise. support. collect. compare. differentiate. write. select. 6.
Teachers' Corner Comprehension: using Bloom's Taxonomy Many students are directed to read classroom assignments for the purpose of answering factual questions. it is likely that students will place a higher value on reading. The emphasis is limiting because many students do not develop a personal attachment to books they read. Questions that teachers ask can have a greater and more diverse purpose than just the simple recall of facts. and will establish it as a life-long habit . continue to turn to it for pleasure and as a resource. They do not see reading as a bridge to their imaginations. a way to understand how others live their lives. or a method to gain self-understanding and evaluation. If this can be accomplished. This type of reading for literal comprehension is often emphasized because of the ease and equity of evaluation.
. Consider a range that will lead the student to the greater purpose of reading.Goldilocks and the Three Bears Develop questions that reflect the progression of thinking. Each level of Bloom's original taxonomy has been illustrated the story of Goldilocks and the Three Bears was used for general understanding. Not all levels need to be developed for every selection.
Comprehension: Bloom's Taxonomy .
One morning the mother bear made porridge for breakfast. and Goldilocks ate it all up. and went inside. "Maybe there is something to eat in there. When the three bears sat at the table to eat." Goldilocks said. Just then Goldilocks saw the three bear's house.Goldilocks and the Three Bears Once upon a time there were three bears. Nearby. and decided to try it. "Let's go for a walk to the river. Goldilocks was walking in the woods. . But the baby bear's porridge was just right. the mother bear." the mother bear said. Then Goldilocks tried the mother bear's porridge but it was too cold. First Goldilocks tried the father bear's porridge but it was too hot. "The porridge will be cool enough to eat when we return." Goldilocks said. and I'm tired and hungry. they found that the porridge was too hot. the father bear and the baby bear who lived in a house in the woods." So off they went. Goldilocks saw the food on the table. "I've been walking such a long time.
Goldilocks sat on the father bear's bed. . When they looked in the bedroom they saw Goldilocks asleep on baby bear's bed. Just then Goldilocks woke up. saw the three bears and screamed. but it was too soft. They looked around the house to find who had done this. The three bears tried to catch Goldilocks." Someone's been eating my porridge. Goldilocks then sat on the mother bear's bed.Goldilocks and the Three Bears "My goodness I'm sleepy. "Someone's been eating my porridge too!" said the mother bear. In a short while the three bears returned from the river. but Goldilocks ran out of the woods and all the way home. but it was too hard. The End. and they at it all up!" cried the baby bear. The baby bear's bed was just right. and Goldilocks fell asleep there." Goldilocks said entering the bedroom. "Someone's been eating my porridge!" said the father bear.
Goldilocks and the Three Bears Knowledge the recall of specific information -Who was Goldilocks? Where did she live? With whom? -What did her mother tell her not to do? .
(Main Idea) -Why didn't her mother want her to go to the forest? -What did Goldilocks look like? -What kind of girl was she? . (Topic) -The story tells us ________.Goldilocks and the Three Bears Comprehension an understanding of what was read -This story was about __________.
-Draw a map showing Goldilocks¶ house. -Draw a picture of what the bear's house looked like. ate the porridge. -Show through action how Goldilocks sat in the chairs. etc.Goldilocks and the Three Bears Application the converting of abstract content to concrete situations -How were the bears like real people? -Why did Goldilocks go into the little house? -Write a sign that should be placed near the edge of the forest. . the path in the forest. the bear's house. etc.
Goldilocks and the Three Bears Analysis the comparison and contrast of the content to personal experiences -How did each bear react to what Goldilocks did? How would you react? -Compare Goldilocks to any friend. Do you know any animals (pets) that act human? -When did Goldilocks leave her real world for fantasy? How do you know? .
Do they all act like humans? Do you know any other stories about little girls or boys who escaped from danger? -Make a puppet out of one of the characters. and information from the content -List the events of the story in sequence. -Make a diorama of the bear's house and the forest. -Point out the importance of time sequence words by asking: What happened after Goldilocks ate the Baby Bear's porridge? What happened before Goldilocks went into the forest? What is the first thing she did when she went into the house? -Draw a cartoon or stories about bears. . act out his/her part in the story. ideas. Using the puppet.Goldilocks and the Three Bears -Synthesis -the organization of thoughts.
etc. for personal reflection and understanding -Why were the bear's angry with Goldilocks? -Why was Goldilocks happy to get home? -What do you think she learned by going into that house? -Do you think she will listen to her mother's warnings in the future? Why? -Do parents have more experience and background than their children? -Would you have gone in the bear's house? Why or why not? -Do you think this really happened to Goldilocks? Why? -Why would a grown-up write this story for children to read? -Why has the story of Goldilocks been told to children for many.Goldilocks and the Three Bears Evaluation the judgment and evaluation of characters. many years? .. actions. outcome.
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