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 * Thinking as a Procedure not a Level

Bloom’s taxonomy is a useful tool to understand the ‘levels’ that students think at. The conventional wisdom is that students move through the levels as they achieve mastery at ‘lower’ levels. In the year 2000, Marzano challenged that notion suggesting that there are different thinking processes rather than a hierarchical system. Different skills are needed for different purposes. For example, a student may need to //recall// a math fact. In a different setting, she may need to //understand// why it is important to eat healthy food. The study of synonyms may need to be //applied// to a writing assignment on word choice. A survey may need to be //analyzed// to make sense of it. Numerous ideas can be //synthesized// into a piece of fiction writing. Finally, a student may need to //evaluate// how useful a book is for research.

Viewing Bloom’s taxonomy as thinking procedures for specific goals rather than as a hierarchical framework, allows us to mindfully match an aspect of the cognitive domain with a particular performance assessment for one of the essential elements. Students should have exposure to a variety of assessments that address all six aspects of Bloom’s cognitive domain. By charting these on a matrix against the essential elements of the PYP, teachers will be able track the variety of procedures that students are exposed to each unit while ensuring that the student sees the connection between the goal and the procedure. || =Summative Assessment=

Research into understanding, much of it conducted with our colleagues at Project Zero, indicates that **understanding** is not a precursor to application, analysis, evaluating, and creating but a result of it (Wiske, 1997)

//Making Thinking Visible// Richhart, Church, Morrison 2011 ||
 * || Remember || Apply || Analyze || Synthesize || Evaluate || Summative ||
 * Grade 1 ||  ||   ||   ||   ||   ||   ||
 * Who We Are ||  ||   ||   ||   ||   ||   ||
 * Sharing the Planet ||  ||   || Look at the ocean ||   ||   ||   ||
 * How the World Works ||  ||   ||   ||   ||   ||   ||
 * How We Express Ourselves ||  ||   ||   ||   ||   ||   ||
 * Where We Are in Place and Time ||  ||   ||   ||   ||   ||   ||
 * How We Organize Ourselves ||  ||   ||   ||   ||   ||   ||
 * Grade 2 || Remember || Apply || Analyze || Synthesize || Evaluate ||  ||
 * Who We Are ||  ||   ||   ||   ||   ||   ||
 * Sharing the Planet ||  ||   ||   ||   ||   ||   ||
 * How the World Works ||  ||   ||   ||   ||   ||   ||
 * How We Express Ourselves ||  ||   ||   ||   ||   ||   ||
 * Where We Are in Place and Time ||  ||   ||   ||   ||   ||   ||
 * How We Organize Ourselves ||  ||   ||   ||   ||   ||   ||
 * Grade 3 || Remember || Apply || Analyze || Synthesize || Evaluate ||  ||
 * Who We Are ||  ||   ||   ||   ||   ||   ||
 * Sharing the Planet ||  || Plan a meeting with the family to monitor water use. || Look at the data and determine if consumption is dropping. ||   || Orchestrate how you will know that it is working. ||   ||
 * How the World Works ||  ||   ||   ||   ||   ||   ||
 * How We Express Ourselves ||  ||   ||   ||   || Evaluate the quality of the painting using See, Think, Wonder. ||   ||
 * Where We Are in Place and Time ||  ||   ||   ||   ||   ||   ||
 * How We Organize Ourselves ||  ||   ||   ||   ||   ||   ||
 * Grade 4 || Remember || Apply || Analyze || Synthesize || Evaluate ||  ||
 * Who We Are ||  ||   ||   ||   ||   ||   ||
 * Sharing the Planet ||  || Apply synonyms from teacher questions by paraphrasing when using Britannica. ||   ||   || Evaluate synonyms from teacher questions to determine best choice. ||   ||
 * How the World Works ||  ||   ||   ||   ||   ||   ||
 * How We Express Ourselves ||  ||   ||   ||   ||   ||   ||
 * Where We Are in Place and Time ||  ||   ||   ||   ||   ||   ||
 * How We Organize Ourselves ||  ||   ||   ||   ||   ||   ||
 * Grade 5 || Remember || Apply || Analyze || Synthesize || Evaluate ||  ||
 * ==Who We Are== ||  ||   ||   || Create a single presentation from the whole groups findings. ||   ||   ||
 * Knowledge || Learn what the words from the transdisciplinary theme mean. ||  || Analyze survey results. ||   ||   ||   ||
 * Concepts ||  || Use the concept of **form** to give shape to your presentation. ||   || Create a presentation that seamlessly includes the four chosen key concepts. ||   ||   ||
 * Transdisciplinary Skills ||  || Use //time management, group decision making// and //research skills// to collaborate during the investigation phase. ||   ||   ||   ||   ||
 * Attitudes ||  ||   ||   ||   || Decide which attitudes are keeping you from making more progress. Do you lack independence, confidence, or maybe commitment? ||   ||
 * Action ||  || Create an action plan ||   ||   || Choose the solution for your problem that you like the best. ||   ||
 * ==Sharing the Planet== || Memorize the conflict resolution strategies from counseling class. ||  ||   ||   || After mapping out the **function** of a conflict, CHOOSE the resolution you agree with most. ||   ||
 * ==**How the World Works**== || Key vocabulary from the scientific method. ||  || Determine how the variable in your experiment is **changing**.

Determine the scientific principles that were used to try and create the following items: [|32 Innovations NY Times] ||  ||   ||   || 2. Analyze the elements of the North Korean dictatorship. [|North Korean dictatorship] ||  || Use the Compass point S to evaluate where the inquiry needs to head. ||  || [|Government declares emergency.] ||   ||
 * ==**How We Express Ourselves**== ||  || Use your knowledge of characters to make an iMovie. ||   ||   ||   ||   ||
 * ==**Where We Are in Place and Time**== ||  ||   || Write an analysis of the impact on people that a tsunami had on people. || Write a script showing two **perspectives.** || Write a **reflection** about whether people should be //tolerant// of a group of people or not. ||   ||
 * ==**How We Organize Ourselves**== ||  ||   ||   ||   ||   ||   ||
 * Knowledge || Memorize and know the meaning of 20 words that will help you explain your understanding of how government functions. || Use vocabulary throughout the unit during Thinking Routines and other activities designed to develop your understanding. || 1. Use the Compass Points EWN to analyze our background knowledge.
 * Concepts ||  ||   ||   ||   ||   ||   ||
 * Skills ||  ||   ||   ||   ||   ||   ||
 * Attitudes ||  ||   ||   ||   || Evaluate the ways in which **appreciation, respect and tolerance** are present in the government's response to the miner's behavior.
 * Action ||  ||   ||   ||   ||   ||   ||
 * Understanding ||  ||   ||   ||   ||   || Analyze two countries and evaluate which one you would like to move to for work. Use a Venn diagram to analyze and a paragraph to substantiate the judgment.

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