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A reading from the Gospel of Matthew:

When Jesus came to the region of Caesarea Philippi, he asked his disciples, “Who do people say the Son of Man is?” They replied, “Some say John the Baptist; others say Elijah; and still others, Jeremiah or one of the prophets.”“But what about you?” he asked. “Who do you say I am?” Simon Peter

answered, “You are the Messiah, the Son of the living God.” Jesus replied, “Blessed are you, Simon son of Jonah, for this was not revealed to you by flesh and blood, but by my Father in heaven. And I tell you that you are Peter, and on this rock I will build my church, and the gates of Hades[b] will not overcome it. 19 I will give you the

keys of the kingdom of heaven; whatever you bind on earth will be[c] bound in heaven, and whatever you loose on earth will be[d]loosed in heaven.” 20 Then he ordered his disciples not to tell anyone that he

was the Messiah.The Word of the Lord.

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share information for restrooms, etc.

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Our Framework in Catholic Schools (aligned with TEKS and Archdiocesan Standards) comes from National Standards and Benchmarks for Effective Catholic Schools. Defining Characteristics flow directly from the Holy See’s teaching on Catholic schools as compiled by Archbishop J. Michael Miller, CSB (The Holy See’s Teaching on Catholic Schools, 2006), and from statements by Pope Benedict XVI and the American bishops. The characteristics define the deep Catholic identity of Catholic schools and serve as the platform on which the standards and benchmarks rest.

In our PD late last spring and in October we covered what Generation Z/21st Century learners need and how to meet these needs through the 4C’s.

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Activating Prior Knowledge--Lower Level of Blooms--

SUGGESTION: Ask the WHOLE GROUP “who can name the 4 Cs that we covered in

October at the last professional development session?”

“what is one?...etc. “

click mouse to have the 4 appear on screen

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This video is our entire purpose of why we are diving deeper into Bloom’s.

SAY: “We do not even know what jobs we are currently preparing our students for; however, we can continue to shape our students and provide effective instruction as 21st century learners and help students develop skills to thrive in any educational environment. As we view the following video, try to identify the 4 C’s in action.”

*PLAY VIDEO

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SAY: Now let’s turn to your neighbor OR at your table group, share your

thoughts on the following questions:

● What did you see in the video? Small Group

● What surprised you? Small Group

● Explain what the future of work means for our own classrooms? Small

Group and then Whole Group Discussion.

(Critical for Presenter to connect the 4C’s with what the future of

work means for our classrooms and where do we see the

relationship between the 4C’s in the way that we teach.)

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Remind Group-Speaker-Emphasize key words from Blooms. National standards come from leading experts at Loyola and our Holy See. Critical to note that the National standard 7.3 explains what 21st century learners need and correlated it to our number one teaching tool--Bloom’s taxonomy.

The National Standards and Benchmarks for Effective Catholic Elementary and

Secondary Schools, provide a framework for the design, implementation and assessment of authentic academic excellence in Catholic school education from PRe Kindergarten to secondary school. This is not a curriculum for teaching standards.

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As Catholic Educators as noted by our National Standards challenges us to form socially responsible global citizens. Our model for this comes from our Master Teacher, Jesus. Interesting and engaging study done on the Gospel of Matthew ---Jesus and Bloom: How Effective was Jesus in requiring people to Think Critically?

As educators we use questioning hundreds of times a time; however how often do we look into the quality and scaffolding to support student problem solving? The research done reveals that Jesus shows us how to use Bloom’s effectively--authentic questioning scaffolded to higher levels. He also supports questioning to meet the learning needs of his students by using methods such as WAIT TIME and redirecting questions. He used only 5 at Lower Level. Perhaps Jesus knew that those accusing him were only able to think at lower levels?

Jesus knew the power of a question. His questions challenged his

followers to their relationship with God. Just by being asked “Who do you

say that I am?” Peter believed in the being of Jesus. He proved that

effective questioning is plain good teaching.

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Study shows that after analyzing Jesus’ questioning style,

recommendations for good teaching:

● Increase the frequency of questioning

● Build to higher level questions

● Focus on practical, relatable knowledge

● Ask Questions that are clearly stated

● Ask questions directly in alignment to purpose and content of lesson

Resource: Recommended reading before Inservice

Jesus and Blooms--Who do you say I am?

http://www.oru.edu/academics/coe/accreditation/additional_documents/dr_calvin_r

oso/2_D_ScholarPub_WIPF.pdf

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Note: As a region, principals will format breakout sessions. Breakout groups may be assigned by grade level, content area, or other areas. The key, however, is that groups are aligned using a developmentally appropriate approach.

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FACILITATOR: Welcome participants into the breakout session room and read the intended objectives.

Suggestion: Have 5 different people read out loud.

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Why was Bloom’s changed? Needed to refine. We moved from a static notion of

“educational objectives” (in Bloom’s original title) to a more dynamic conception of

classification.These “action words” describe the cognitive processes by which thinkers

encounter and work with knowledge.

Nouns to Verbs--Essential meaning of concepts did not change, building students to

creating.

Biggest changes? End order changed so that culmination is creation instead of

evaluation.

At end--Synthesis changed to Evaluate, Evaluation changed to Create

6 categories from simplest, remember, to most complex, create.

http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/

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Why is Bloom’s Important? For students…Bloom’s Taxonomy levels bridge

the gap between what they know now and what they need to learn in

order to attain a higher level of knowledge.

Educators can effectively organize objectives to create lesson plans with

appropriate content delivery and assessment.

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MATERIALS NEEDED:- Baggie with pre-cut puzzle pieces (brain on 1 side, cognitive connection on the

back.)

Participants will read the cognitive connection/brain part affected stimulated by level of Bloom’s questioning and will piece brain together to show how each level touches different parts of the human brain.

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● “Worksheets Don’t Grow Dendrites”

● For optimal learning to occur, the brain needs conditions under which it is

able to change in response to stimuli (neuroplasticity) and able to produce

new neurons (neurogenesis).

● The most effective learning involves recruiting multiple regions of the brain

for the learning task. These regions are associated with such functions as

memory, the various senses, volitional control, and higher levels of

cognitive functioning.

● Lower levels of Blooms are in the Hippocampus (Show on Image--center

of the brain responsible for memory and spatial awareness).

● Higher levels of Blooms involve the cortical areas responsible for

decision-making, association, and motivation.

● More complex thought processes are more beneficial for learning because

they involve a greater number of neural connections and more

neurological cross-talk. Active learning takes advantage of this cross-talk,

stimulating a variety of areas of the brain and promoting memory.

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Pair Share--What does Quality Questioning look like in your classroom?https://www.youtube.com/watch?v=W1K2jdjLhbo

MAIN POINT: More important to teach questions, not the answers.

Participants - turn to your neighbor and share how you currently challenge students to come up with solutions and answers on their own.

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MATERIALS:- pre-cut question stems (template)- copy of Bloom’s levels (titles)

In small group, have each participant work together to match each question stem with level of Bloom’s.

Directions for Matching Question Stems: Step 1: APPLY - In your small group, use the question stem strips at your table, to match your question stem with the correct level of Bloom’s Taxonomy.

Step 2: ANALYZE - Discuss and justify your matches with your small group.

Step 3: Evaluate - Using a timer, one member from each small group will make an Elevator Speech (1 minute) and share one question stem that everyone agreed with and one question stem that created a discussion among the group.

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MATERIALS NEEDED: - information sheets (6) with a short description of the Bloom’s Taxonomy level. - back side of sheet - short description of Gardner’s Multiple Intelligences with

examples

Teachers will break up in 6 groups (you can have them number off 1 to 6.) Each small group will receive an information sheet on 1 of the Bloom’s level. They are to read and discuss a way to share their understanding with the group. On the back side of the sheet, they can re-familiarize themselves with the Multiple Intelligences and figure out a way to express the information with the whole group in a method addressing one of the MI.

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Remember is about recalling facts and concepts. A student can define and duplicate, make a list, memorize points, repeat information, and make valid statements.But this does not prove comprehension.

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Understand is where the student explains ideas and concepts, discusses and describes a topic in detail, explains what it means, recognizes it and translates the facts in some way. They can paraphrase a point or compare and contrast information.

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Apply information is using knowledge in new situations, whether it’s to solve a problem, demonstrate an idea, interpret, schedule, sketch-whichever method works for the specific type of learning, course of study, and/or class environment.

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Analyze: Students must draw connections between ideas in the analyze level of Bloom’s taxonomy, and differentiate, organize, relate, compare, contrast, examine, question, or test their knowledge. Critical thinking finally comes into play, as the student distinguishes between fact and opinion, and breaks information down into component parts.

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In the Evaluate stage, the student can justify a stand or a decision by appraising a situation, arguing, defending, judging, critiquing, supporting, or weighing in with thoughts based on the knowledge and application they’ve acquired thus far. In the original version of Bloom’s taxonomy, this was considered the pinnacle of learning.

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In the revised version create is the highest level of thinking. When students are given the opportunity to create, students produce new or original work. Students will put

elements together to form a coherent whole; reorganize into a new pattern or

structure.

Sometimes, creativity isn’t just a goal, it’s a tool that can be effectively used toward further learning. You can ask your students to create something in the first lesson, like a mock advertisement in a marketing class, or a proposed solution to global warning. Educators can deconstruct and compare the results with them, and use that creative project to introduce facts, concepts, and basic knowledge of the topics. Bloom’s taxonomy structure can morph into everything from a circle, to a web, or even different designs feeding into each other and occurring at different points in the process. No matter which way you slice or organize Bloom’s taxonomy, though, it always uses the six key principles to result in deeper learning.

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MATERIALS:- BLANK template with Bloom’s Taxonomy levels- Multi grade select standards- Bloom’s Taxonomy verb list

Notes to Speaker: 1. Using your provided standards worksheet, as a group, write a Bloom’s Taxonomy

question for each level. Refer to Key Words Bloom’s Taxonomy (Worksheet).2. If time permits, ask one group to share their activity.

The group facilitator should take this time to remind participants of the connection to the 4 Cs for 21st Century Learning that was discussed at the previous professional development workshop in October.

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Note: As a region, principals will format of breakout sessions. Breakout groups may be assigned by grade level, content area, or other areas. The key, however, is that groups are aligned using a developmentally appropriate approach.

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Principal: Round table discussion with school group and Principal on site.How will you implement Bloom’s Taxonomy effective questioning at your school?Share handouts from Principals to Principals for evaluations.**Refer to Breakout Objectives:

● REMEMBER Bloom’s qualities of each level and be able to explain● UNDERSTAND Bloom’s NEW Levels of Cognition and the effects on the brain● APPLY & ANALYZE question stems to each Bloom’s level● EVALUATE current questioning trends● CREATE grade level question stems for curriculum standards

Closing Questions for TeachersWhat did you learn?So, what does questioning look like in your classroom?Now, what will be different in your classroom on Monday morning in terms of addressing cognitive development through quality questioning?

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Please insert closing prayer here!

Participants will complete PD evaluation sheets and return it to Principal in exchange of PD certificates :-)

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