BLOOMING BENCHMARK BIRTHDAY

Harleton ISDAugust 11, 2003

Meet and Greet

You need to find: People born in the same decade

(i.e. the 60’s) People with the same birth month People with the same birth day of

the month (i.e. 8th or 22nd)

Successful Practices Understanding TEKS Teaching all TEKS for each subject Benchmarking – questions tied to

TEKS Questions at different levels Individual/small group tutoring

BIRTHDAYS mean: Celebrations/milestones One year’s experience We want to keep having them Repeat some experiences of the last

year and add new ones (hopefully better)

For us, write questions at a higher level

We want to be in TAKS Land

TAKS LAND

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Facts Topics Concepts

PrincipleGeneralizatio

n

Theory

TAKS LAND

2003 Reading/E/LA

EF ND OC BS LV PT SH WO

TX HHS

3 90 93 98 99 63 100

4 86 89 90 95 86 100

5 83 84 88 92 80 88

6 80 94 96 97 86 94

7 86 94 96 98 88 98

8 86 94 98 93 88 100

9 76 92 89 93 82 88

10 63 72 55 74 72 93

11 57 81 61 87 69 58

2003 Math

EF ND 0C BS LV PT SH WO TX HISD

3 91 92 96 98 90 100

4 89 90 93 91 88 100

5 91 90 96 96 86 94

6 69 90 91 98 79 80

7 67 84 92 98 73 92

8 73 80 94 93 72 93

9 78

78 80 75 61 81 58 81 63 72

10 84

89 80 87 69 84 70 75 71 89

11 73

74 60 85 69 91 56 76 68 74

2003 SOCIAL STUDIES

EF ND OC BS LV PT SH WO TX HISD

3

4

5

6

7

8 90 96 98 97 93 100

9

10

95 98 100

82 94 89 92 86 97

11

88 86 93 85 97 84 99 90 87

2003 SCIENCE

EF ND OC BS LV PT SH WO

TX HISD

3

4

5 79 79 82 85 74 90

6

7

8

9

10 80

92 90 63 84 68 64 69 93

11 55

80 67 58 89 46 73 67 74

2003 WRITING

EF ND OC BS LV PT SH WO

TX HISD

3

4 88 89 93 100

86 98

5

6

7 87 92 91 96 85 100

8

9

10

11

Learning to Thinking . . .Didactic to Critical

The didactic theory of learning is to teach students what to think so that they learn what the teachers know.

The emerging critical theory is to teach students how to think so that they can find their own way through the problems & concerns they meet in life.

Bloom’s Six Levels

Knowledge Comprehension Application Analysis Synthesis Evaluation

Knowledge – Level 1 – RecallRemembering previously learned material, recalling facts, terms, basic concepts from stated text

Name List Recognize Choose Label

Relate Tell Recall Match Define

Comprehension – Level 2 – UnderstandDemonstrating understanding of the stated meaning of facts and ideas

Compare Describe Outline Organize Classify

Explain Rephrase Show Relate Identify

Inference – Level 2.5 – InferDemonstrating understanding of the unstated meaning of facts and ideas

Speculate Interpret Infer Generalize Conclude

Application – Level 3 – Put to useSolving problems by applying acquired knowledge, facts, and techniques in a different situation

Apply Construct Model Use Practice

Dramatize Restructure Simulate Translate Experiment

Analysis – Level 4 – Break DownExamining and breaking down information into parts

Analyze Diagram Classify Contrast Sequence

Simplify Summarize Relate to Categorize Differentiate

Synthesis – Level 5 – Put togetherCompiling information in a different way by combining elements in a new pattern

Compose Design Develop Propose Adapt

Elaborate Formulate Originate Solve Invent

Evaluation – Level 6 – JudgePresenting and defending opinions by making judgments about information based on criteria

Judge Rank Rate Evaluate Recommend

Defend Justify Prioritize Support Prove

Applying Bloom’sUsing the story “Goldilocks & the Three Bears”

List the items used by Goldilocks while she was in the Bears’ house. (Knowledge)

Explain why Goldilocks liked Baby Bear’s chair the best. (Comprehension)

Demonstrate what Goldilocks would use if she came to your house. (Application)

Compare this story to reality. What events could not really happen. (Analysis) Propose how the story would be different if it were Goldilocks and the Three Fish. (Synthesis)

Judge whether Goldilocks was good or bad. Defend your opinion. (Evaluation)

Your turn to guess . . .

Using the story, Little Red Riding Hood

1. Illustrate the main idea of the story on a poster.

2. Rank the characters from best to worst & explain how you ranked them.

3. Create a new story by placing Red in a modern-day city.

Answers:

1. Application

2. Evaluation

3. Synthesis

Using the story, Little Red Riding Hood

4. Describe what Red did when she first saw the Wolf.

5. Tell what happened to the grandmother in the story.

6. Write out the main events in the story. Cut them apart & sequence them in proper order.

Did you answer. . .

4. Comprehension

5. Knowledge

6. Analysis

Using the story, The Three Little Pigs

1. Invent a new ending for the story where the Wolf comes out ahead.

2. Using models, demonstrate which house stood up the best.

3. Describe the materials used to build each home.

Answers:

1. Synthesis

2. Application

3. Comprehension

Your turn to guess again. . .

4. Read the story & list the type of home built by each pig.

5. What is the relationship between the materials used to build each house and what happened to it when the wolf blew on it.

6. Judge the homes from worst to best, according to strength, cost, and building time.

Did you answer. . .

4. Knowledge

5. Analysis

6. Evaluation

Being a critical thinker is not only essential for school, but for students’ lives and careers. They must learn to do analysis – get a clear understanding of the data before they begin to form their opinions.

Asking the right questions seems to be a key in teaching students to be critical thinkers.

“It is not what the teacher does but what he or she gets the students to do that results in learning.”

Milton Glick