Transcript Higher-Level Thinking Strategies in the Spanish Language and Culture class

Higher-Level Thinking Strategies in the
Spanish Language and Culture class
Bloom's Taxonomy & Gardner’s MIs
Gustavo Fares, Ph.D.
Lawrence University
www.lawrence.edu/fast/faresg
Goals
• To gain a clear understanding of higher-level thinking
strategies, following Bloom classifications, and the ways in
which they can be related to Gardner’s theory of multiple
intelligences.
• To examine both theories and their implications for the
development of classroom activities for the AP Spanish
Language class, based on recent AP Spanish Language Exams
tasks.
• To see the AP Exam in light use of the two theories presented.
Summary
• Bloom's Taxonomy
– Domains of educational activities:
• Affective
• Psychomotor
• Cognitive
• Bloom's Revised Taxonomy
• Putting it all to work
• Multiple Intelligences Today
– Criteria of an Intelligence
– The eight intelligtencies
– Benefits of using the multiple intelligences approach?
• How does it all fit together?
– Activities
– Bloom and Gardner in the AP Spanish Language Exam Tasks
Bloom's Taxonomy
• Classification of learning objectives within education
• First presented in 1956 through The Taxonomy of Educational
Objectives, The Classification of Educational Goals, Handbook
I: Cognitive Domain, by Benjamin Bloom (editor), M. D.
Englehart, E. J. Furst, W. H. Hill, and David Krathwohl.
• It is considered a foundational element within education
Bloom's Taxonomy
• Following the 1948 Convention of the American Psychological
Association, B. S. Bloom formulated a classification of "the goals of the
educational process".
• Bloom and his co-workers established a hierarchy of educational
objectives, which is generally referred to as Bloom's Taxonomy
• Three "domains" of educational activities were identified.
• The Affective Domain
– growth in feelings or emotional areas (Attitude)
• The Psychomotor Domain
– manual or physical skills (Skills)
• The Cognitive Domain
– knowledge and the development of intellectual attitudes and skills.
Domains of educational activities: Affective Domain
• The affective domain (Krathwohl, Bloom,
Masia, 1973) includes the manner in which we
deal with things emotionally, such as
– feelings, values, appreciation, enthusiasms,
motivations, and attitudes.
• The five major categories are listed from the
simplest behavior to the most complex:
Affective Domain
•
•
•
•
•
Receiving
– The lowest level; the student passively pays attention. Without this level no
learning can occur.
Responding
– The person actively participates in the learning process, attends to a stimulus
and reacts.
Valuing
– The person attaches a value to an object, or piece of information.
Organizing
– The person can put together different values, information, and ideas,
comparing, relating and elaborating on what has been learned.
Characterizing
– The person holds a particular value or belief that exerts influence on his/her
behavior so that it becomes a characteristic of that person.
Psychomotor Domain
• Skills in the psychomotor domain describe the ability to
physically manipulate a tool or instrument.
• Characterized by progressive levels of behaviors from
observation to mastery of a physical skill.
• Bloom and his colleagues never created subcategories for
skills in the psychomotor domain, but since then other
educators have created their own psychomotor taxonomies.
– Simpson (1972), for instance, built a taxonomy based on the work of
Bloom and others
The following is a combination of various Psychomotor
Domain taxonomies:
Cognitive Domain
• The cognitive domain involves knowledge and the development of
intellectual skills.
– Such as the recall or recognition of specific facts, patterns, and concepts
• There are six major categories, which are listed in order, starting from the
simplest behavior to the most complex.
– The categories can be thought of as degrees of difficulties.
– That is, the first one must be mastered before the next one can take place.
Cognitive Domain
• Knowledge:
– arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall.
• Comprehension:
– classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report,
restate
• Application:
– choose, demonstrate, employ, interpret, operate, practice, schedule, sketch, solve, use
• Analysis:
– appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate,
distinguish, examine, experiment, question, test
• Synthesis:
– collect, compose, construct, develop, formulate, manage, organize, plan, prepare
• Evaluation:
– appraise, argue, assess, attach, choose compare, defend, estimate, judge, predict, rate,
evaluate.
Cognitive Domain
Bloom's Revised Taxonomy
• Lorin Anderson, a former student
of Bloom, revisited the cognitive
domains in the learning taxonomy
in the mid-nineties and made
some changes, the two most
prominent ones being
• 1) changing the names in the six
categories from noun to verb
forms
• 2) slightly rearranging them.
– This new taxonomy reflects a more
active form of thinking and is perhaps
more accurate
Reference
1. Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co
Inc.
Cognitive Domain Revised
Low levels in Bloom’s Cognitive Domain taxonomy
Knowledge and Understanding
• Remembering, Understanding
• Typical keywords might include
– “Define, describe, label, list, memorize, recall,
identify, label, who, when, where.”
– …moving through to
– “Summarize, interpret, contrast, predict, estimate,
classify, describe, discuss, explain, indicate, give
examples, paraphrase, locate.”
Classroom Roles for Remembering
Student roles
Teacher roles
Responds
Directs
Tells
Shows
Absorbs
Remembers
Recognizes
Memorizes
Examines
Questions
Defines
Describes
Retells
Evaluates
Passive recipient
Questions for Remembering
What happened after...?
How many...?
What is...?
Who was it that...?
Can you name ...?
Find the definition of…
Describe what happened after…
Who spoke to...?
Which is true or false...?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
Remembering: Potential Activities and Products
Story map showing
the main events of
the story.
Make a time line of
your typical day.
Products include
Quiz
Make a concept
map of the topic.
Write a list of
keywords you
know about….
Definition
Fact
What characters
were in the story?
Make a chart
showing…
Worksheet
Test
Make an acrostic
poem about…
Recite a poem you
have learnt.
Classroom Roles for Understanding
Teacher roles
Demonstrates
Listens
Student roles
Explains
Describes
Outlines
Questions
Restates
Compares
Translates
Contrasts
Examines
Demonstrates
Interprets
Active participant
Questions for Understanding
Can you explain why…?
Can you write in your own words?
How would you explain…?
Can you write a brief outline...?
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Can you clarify…?
Can you illustrate…?
Does everyone act in the way that …….. does?
(Pohl, Learning to Think, Thinking to Learn, p. 12)
Understanding: Potential Activities and Products
Write in your own
words…
Cut out, or draw
pictures to illustrate
a particular event in
the story.
Report to the
class…
Illustrate what you
think the main idea
may have been.
Make a cartoon
strip
Write and perform
a play
Write a brief outline
to explain this story
to someone else
Write a summary
report of the event.
Prepare a flow
chart to illustrate
the sequence of
events.
Make a colouring
book.
Paraphrase this
chapter in the
book.
Retell in your own
words.
Outline the main
points.
Medium levels of Bloom’s taxonomy
Application - Applying
•
Typical keywords might include “choose, demonstrate, employ, interpret, operate,
practice, schedule, sketch, solve, use
•
•
•
•
•
•
•
Resources could include
Interactive games.
User selected photo galleries for portfolio evidence.
Problem solving via personal note-taking or spreadsheet application.
Creating audio clips.
Web search.
Wireless collaboration
Quiz software with questions
Classroom Roles for Applying
Teacher roles
Student roles
Solves problems
Shows
Demonstrates use of knowledge
Facilitates
Calculates
Observes
Compiles
Evaluates
Completes
Illustrates
Organizes
Constructs
Questions
Active recipient
Questions for Applying
Do you know of another instance where…?
Can you group by characteristics such as…?
Which factors would you change if…?
What questions would you ask of…?
From the information given, can you develop a set of instructions
about…?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
Applying: Potential Activities and Products
Construct a model
to demonstrate
how it looks or
works
Practise a play and
perform it for the
class
Make a scrapbook
about the area of
study.
Make up a puzzle or
a game about the
topic.
Make a diorama to
illustrate an event
Write a diary entry
Prepare invitations
for a character’s
birthday party
Make a topographic
map
Take and display a
collection of
photographs on a
particular topic.
Write an
explanation about
this topic for
others.
Dress a doll in
national costume.
Make a clay
model…
Paint a mural using
the same materials.
Continue the
story…
Higher levels of Bloom’s taxonomy
Analyzing, Evaluating, Creating
•
•
•
•
•
•
•
Analyzing, Evaluating, Creating in the revised model
Typical keywords might include “Modify, rearrange, construct, substitute, plan,
create, explore.” …moving through to “Recommend, appraise, defend, judge,
evaluate, conclude.”
Resources could include
Personal notes or audio clips synthesizing key arguments, or reference materials
Collaborative summaries by wireless, SMS or mobile blog/wiki.
Web searches to add value to lecture or to dispute points of view.
Evaluating audio clips or creating audio clip to evaluate arguments.
Creation of a presentation to defend a viewpoint.
Classroom Roles for Analyzing
Teacher roles
Student roles
Discusses
Probes
Uncovers
Guides
Argues
Observes
Debates
Evaluates
Acts as a resource
Thinks deeply
Tests
Examines
Questions
Questions
Organizes
Calculates
Investigates
Dissects
Inquires
Actively participates
Question for Analyzing
Which events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Can you explain what must have happened when...?
What are some or the problems of...?
Can you distinguish between...?
What were some of the motives behind..?
What was the turning point?
What was the problem with...?
(Pohl, Learning to Think, Thinking to Learn, p. 13)
Analyzing: Potential Activities and Products
Use a Venn Diagram to
show how two topics
are the same and
different
Classify the actions of
the characters in the
book
Devise a role-play
about the study area.
Design a questionnaire
to gather information.
Survey classmates to
find out what they
think about a particular
topic. Analyse the
results.
Make a flow chart to
show the critical
stages.
Create a sociogram
from the narrative
Construct a graph to
illustrate selected
information.
Make a family tree
showing relationships.
Write a biography of a
person studied.
Prepare a report about
the area of study.
Conduct an
investigation to
produce information to
support a view.
Review a work of art in
terms of form, color
and texture.
Draw a graph
Classroom Roles for Evaluating
Teacher roles
Student roles
Judges
Disputes
Clarifies
Compares
Critiques
Questions
Accepts
Argues
Assesses
Decides
Guides
Selects
Justifies
Actively participates
Questions for Evaluating
Is there a better
solution to...?
Judge the value
of... What do you
think about...?
Can you defend
your position
about...?
Do you think...is a
good or bad
thing?
How would you
have handled...?
What changes
to.. would you
recommend?
Do you believe...?
How would you
feel if. ..?
How effective
are. ..?
What are the
consequences..?
What influence
will....have on our
lives?
What are the
pros and cons
of....?
Why is ....of
value?
What are the
alternatives?
Who will gain &
who will loose?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
Evaluating: Potential Activities and Products
Write a letter to the
editor
Prepare and
conduct a debate
Prepare a list of
criteria to judge…
Write a persuasive
speech arguing
for/against…
Make a booklet
about five rules you
see as important.
Convince others.
Form a panel to
discuss viewpoints
on….
Write a letter to.
..advising on
changes needed.
Write a half-yearly
report.
Prepare a case to
present your view
about...
Evaluate the
character’s actions
in the story
Classroom Roles for Creating
Teacher roles
Student roles
Designs
Facilitates
Extends
Formulates
Plans
Takes risks
Reflects
Analyses
Modifies
Creates
Proposes
Evaluates
Active participant
Questions for Creating
Can you design a...to...?
Can you see a possible solution to...?
If you had access to all resources, how would you deal with...?
Why don't you devise your own way to...?
What would happen if ...?
How many ways can you...?
Can you create new and unusual uses for...?
Can you develop a proposal which would...?
(Pohl, Learning to Think, Thinking to Learn, p. 14)
Creating: Potential Activities and Products
Use the SCAMPER strategy to invent a new type of sports shoe
Invent a machine to do a specific task.
Design a robot to do your homework.
Create a new product. Give it a name and plan a marketing campaign.
Write about your feelings in relation to...
Write a TV show play, puppet show, role play, song or pantomime about..
Design a new monetary system
Develop a menu for a new restaurant using a variety of healthy foods
Design a record, book or magazine cover for...
Sell an idea
Devise a way to...
Make up a new language and use it in an example
Write a jingle to advertise a new product.
Creating Products include
Film
Song
Story
Newspaper
Project
Media product
Plan
Advertisement
New game
Painting
Putting it all to work
• Developing a Range of Thinking Skills
• 3 Examples with multiple activities and
engagement of Bloom’s Cognitive levels
– Space
– Travel
– Using audio recordings to create alternative
learning experiences
Sample Unit : Space
Remembering
Cut out “space” pictures from a magazine. Make a display or a
collage. List space words (Alphabet Key). List the names of the
planets in our universe. List all the things an astronaut would need
for a space journey.
Understanding
Make your desk into a spaceship, Make an astronaut for a puppet
play. Use it to tell what an astronaut does. Make a model of the
planets in our solar system.
Applying
Keep a diary of your space adventure (5 days). What sort of
instruments would you need to make space music? Make a list of
questions you would like to ask an astronaut.
Analyzing
Make an application form for a person applying for the job of an
astronaut. Compare Galileo’s telescope to a modern telescope.
Distinguish between the Russian and American space programs.
Evaluating
Compare the benefits of living on Earth and the moon. You can
take three people with you to the moon. Choose and give reasons.
Choose a planet you would like to live on- explain why.
Creating
Write a newspaper report for the following headline: “Spaceship out
of control”. Use the SCAMPER strategy to design a new space suit.
Create a game called “Space Snap”. Prepare a menu for your
spaceship crew. Design an advertising program for trips to the
moon.
Sample Unit : Travel
Remembering
How many ways can you travel from one place to another? List
and draw all the ways you know. Describe one of the vehicles
from your list, draw a diagram and label the parts. Collect
“transport” pictures from magazines- make a poster with info.
Understanding
How do you get from school to home? Explain the method of
travel and draw a map. Write a play about a form of modern
transport. Explain how you felt the first time you rode a bicycle.
Make your desk into a form of transport.
Applying
Explain why some vehicles are large and others small. Write a
story about the uses of both. Read a story about “The Little Red
Engine” and make up a play about it. Survey 10 other children
to see what bikes they ride. Display on a chart or graph.
Analyzing
Make a jigsaw puzzle of children using bikes safely. What
problems are there with modern forms of transport and their
uses- write a report. Use a Venn Diagram to compare boats to
planes, or helicopters to bicycles.
Evaluating
What changes would you recommend to road rules to prevent
traffic accidents? Debate whether we should be able to buy fuel
at a cheaper rate. Rate transport from slow to fast etc..
Creating
Invent a vehicle. Draw or construct it after careful planning.
What sort of transport will there be in twenty years time?
Discuss, write about it and report to the class. Write a song
about traveling in different forms of transport.
Example 3: Developing a Range of Thinking Skills
• Using audio recordings to create alternative learning experiences
• The examples below show a range of ways audio recording and playback
can create very varied learning experiences at a range of different levels
on Bloom's taxonomy.
• The accessibility pros and cons vary with the pedagogical approach.
• More creative and engaging uses may provide motivation.
Using audio recordings
• Lower levels in Bloom’s taxonomy:
An audio recording can provide basic material that a learner
needs
• The learner may store basic notes in audio format
– key vocabulary definitions, language phrases etc.
• Text based information – e.g. handout notes - can be
transformed to MP3 format using text to speech software.
• Audio clips loaded onto a device might include background
information on different locations.
Using audio recordings
• Medium levels of Bloom’s taxonomy
– A learner compares audio files in order to select
and use the appropriate information – e.g.
language based work or practical work.
– A learner creates own audio clips explaining
observations or summarizing group discussions.
Higher levels of Bloom’s taxonomy
• Learners listen to audio clips and assess them for bias or prejudice
– e.g. in humanities or social sciences.
• Learners create audio clips to replicate particular styles
– – e.g. rhetorical, documentary, propagandist.
• Learners create their own audio clips to summarize a series of arguments
for or against a particular issue.
• With each of these approaches, different factors come into play.
• Group based work allows a division of labor that may bypass individual
accessibility barriers.
• Creating audio recordings may provide benefits for dyslexic or motor
impaired learners
– compared to note taking but may be inappropriate for speech impaired or deaf learners.
Based on: Clark, B. (2002). Growing up gifted:
Developing the potential of children at home and at school.
Upper Saddle River, NJ: Merrill Prentice Hall.
2010 Exam Format
Section
Section I
Part A: Listening
Item Type
Multiple Choice
Short Dialogues & Narratives
# of Questions and
% Weight of Final Score
Time
70-75 questions
50%
85-90 min.
30-35 questions
20%
30-35 min.
35-40 questions
30%
50-60 min.
50%
85 min.
30%
Approx.
65 min
20%
Approx.
20 min.
Long Dialogues & Narratives
Part B: Reading
Reading Comprehension
Section II
Free Response
Informal Writing
Part A: Writing
Part B: Speaking
46
1 prompt (10%)
10 mins.
Formal Writing (Integrated
Skills)
1 prompt (20%)
55 mins.
Informal Speaking – Simulated
Conversation
5-6 response
prompts (10%)
Formal Oral Presentation
(Integrated Skills)
1 prompt (10%)
Qs ?
Multiple Intelligences Today
What constitutes an intelligence in M.I.
Theory?
Criteria of an Intelligence
Potential
Isolation by Brain
Damage
The extent to which a particular faculty
can be destroyed or spared in its relative
autonomy.
Criteria of an Intelligence
An Identifiable Core Operation or Set of
Operations
Can the basic
information
processing
function be
isolated and
identified in their
neurological form?
Criteria of an Intelligence
A Distinctive
Developmental
History Along with a
Definable Set of
Expert “End-State”
Performances
Can degrees of expertise be
identified throughout a
developmental timeline?
Criteria of an Intelligence
An Evolutionary History and
Evolutionary Plausibility
An intelligence
becomes more
plausible if it can be
traced to its
evolutionary
antecedents.
Criteria of an Intelligence
Support From
Experimental
Psychological
Tasks
The extent to a cognitive test can isolate
the ability.
Criteria of an Intelligence
Support From
Psychometric
Findings
The extent to which a specifically
designed test can support a domain of
intelligence.
Criteria of an Intelligence
Susceptibility to
Encoding in a
Symbol System
Has a culture been able to harness the
raw capacities to be exploited in a
symbolic system?
The Eight Intelligences
• Each has met the majority of criteria:
–
–
–
–
–
–
Breakdown of cognitive skills with brain damage
Existence of exceptional populations
Identifiable core set of operations
Developmental and Evolutionary History
Psychometric and Psychological studies
Susceptible to encoding in a symbol system
• Possibility of additional intelligences
• Technical and accessible terminology
MIs
Developing a Mindset:
Intelligence is something you use, rather
than something you have!
The emphasis is on how you are smart,
not how smart you are!
Spatial Intelligence
What is it?
• The ability to make a
mental picture of
thoughts, ideas,
concepts
• The ability to
manipulate images in
space
Spatial Intelligence
Who demonstrates it?
• Navigators, artists,
architects, web-page
designers, engineers,
mechanics, scientific
researchers, builders,
decorators, etc.
Naturalist Intelligence
What is it?
• The ability to recognize
and classify the
differences plants,
animals, minerals, and
man-made items
Naturalist Intelligence
Who demonstrates it?
• Botanists, zoologists,
landscapers, farmers,
hunters, chefs
• Anyone who organizes
or catalogues items
Interpersonal Intelligence
What is it?
• The ability to
understand the
thoughts and feelings
of others
Interpersonal Intelligence
Who demonstrates it?
• Teachers, lawyers,
psychologists, preachers,
salespeople, politicians,
advertisers, entertainers
• Anyone who lives, works, or
interacts with others
Intrapersonal Intelligence
What is it?
• An understanding of
yourself, of who you are,
what you can do, what
you want to do, how you
react to things, which
things to avoid, and
which things to gravitate
toward
Intrapersonal Intelligence
Who demonstrates it?
• Everybody and anybody,
when we practice
introspection
• When we examine our
thoughts and feelings
Musical Intelligence
What is it?
• The ability to pick up
and appreciate aural
elements, such as
those in music, and the
capacity to work with
rimes and rhythms.
Musical Intelligence
Who demonstrates it?
• Musicians, music critics,
advertisers, entertainers,
teachers, aerobics
instructors, dancers, poets
• Anyone who appreciates
music
Linguistic Intelligence
What is it?
• The ability to use oral
or written language to
express what's on
your mind and to
understand other
people.
Linguistic Intelligence
Who demonstrates it?
• Writers, preachers, lawyers,
teachers, entertainers,
politicians, journalists, editors,
students
• Anyone who reads, writes, or
speaks!
Linguistic intelligence
• People who are strong in the language
intelligence enjoy saying, hearing, and
seeing words.
• They like telling stories.
• They are motivated by books, records,
dramas, opportunities for writing.
• Here are ways to work with this intelligence
in lessons:
Linguistic intelligence
• Look at different kinds of
dictionaries.
• Read plays and poetry out loud.
• Write a story for a book or
newsletter.
• Keep a journal.
• Read from books written by or for
new readers.
• Use a tape recorder to tape
stories and write them down.
• Trade tall tales, attend storytelling events and workshops.
• Read together, i.e., choral
reading.
• Read out loud to each other.
• Read a section, then explain
what you've read.
• Read pieces with different
emotional tones or viewpoints
— one angry, one happy, etc.
• Explore and develop the love of
words.
Logical-Mathematical
Intelligence
What is it?
• A sensitivity towards
and a capacity to see
logical or numerical
patterns
• The ability to handle
long chains of
reasoning
Logical-Mathematical
Intelligence
Who demonstrates it?
• Scientists, engineers,
mathematicians, doctors,
accountants, contractors
• Anybody who tries to solve
challenging problems
Bodily-Kinesthetic Intelligence
What is it?
• Ability to control one’s
body movements with
expertise and the
capacity to handle
objects skillfully
Bodily-Kinesthetic Intelligence
Who demonstrates it?
• Athletes, dancers, carpenters,
crafters, actors, potters,
tailors, physical &
occupational therapists, yoga
teachers, inventors
The Eight Intelligences
A ninth intelligence?
• Gardner has allowed that there is an
existential intelligence
• He refers to this as, “The intelligence of big
questions”
The Eight Intelligences
Intelligence Profiles:
• Variable over time
• Affected by:
– Attention
– Instruction
– Practice
– Development
So what are the benefits of using the MI approach?
•
Students are turned on to learning!
– Students who may perform poorly on traditional tests are turned on to learning
– when classroom experiences incorporate artistic, musical, or athletic activities.
•
•
•
•
Students are more active participants when we provide opportunities for
authentic learning based on each student’s needs, interests, and talents.
Students develop increased self-esteem when they are able to demonstrate
and share strengths and gain positive educational experiences.
Students manage their own learning and begin to value their strengths.
Student understanding increases.
• When students understand their intelligences, they begin
to manage their own learning and to value their individual
strength
From Pamela Starkey’s article in AP Central
Intelligences and Technology
Benefits of using the multiple intelligences approach?
Students are turned on to learning!
Students are more active participants when we provide opportunities
Students develop increased self-esteem
Students manage their own learning and begin to value their strengths.
Student understanding increases.
Students value their individual strengths
From Pamela Starkey’s article in AP Central
How does it all fit together?
Bloom’s
Revised
Taxonomy
Bloom-Gardner Matrix
Activities
Language intelligence Activity
Logical-Mathematical Intelligence
– Look for a solution to a problem.
– It implies a constant re-reading and pondering of its elements
Spatial Intelligence
• This activity works with the visual imagination
• The student needs to imagine visual clues and elements NOT present in the
story.
• Each students can contribute personal elements to the story
Musical Intelligence
Bloom and Gardner in the
AP Spanish Language Exam Tasks
2010 Exam Format
Section
Section I
Part A: Listening
Item Type
Multiple Choice
Short Dialogues & Narratives
# of Questions and
% Weight of Final Score
Time
70-75 questions
50%
85-90 min.
30-35 questions
20%
30-35 min.
35-40 questions
30%
50-60 min.
50%
85 min.
30%
Approx.
65 min
20%
Approx.
20 min.
Long Dialogues & Narratives
Part B: Reading
Reading Comprehension
Section II
Free Response
Informal Writing
Part A: Writing
Part B: Speaking
90
1 prompt (10%)
10 mins.
Formal Writing (Integrated
Skills)
1 prompt (20%)
55 mins.
Informal Speaking – Simulated
Conversation
5-6 response
prompts (10%)
Formal Oral Presentation
(Integrated Skills)
1 prompt (10%)
Multiple Choice
• Listening Comprehension
– Short Dialogues & Narratives
– Long Dialogues & Narratives
• Reading Comprehension
– Literary and Journalistic texts
•
•
Sample Questions
Directions: You will now listen to several selections. After each one, you will be asked some
questions about what you have just heard. Select the BEST answer to each question from
among the four choices printed in your test booklet and fill in the corresponding oval on the
answer sheet.
Free Response
Interpersonal Writing
Free Response
Presentational Writing
Free Response
Presentational Writing
Free Response
Interpersonal Speaking
Free Response
Presentational Speaking
MI Tools
• How Smart are you? Assessing MI
• Practicing MI
• Resources
– Extending this module
• Please read: Exploring "The Theory of Multiple Intelligences“
(http://www.accelerated-learning.net/multiple.htm)
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Please visit:
• The Surfaquarium website (http://surfaquarium.com/MI/)
Q&A
Bloom – Gardner go High-tech
• http://www.youtube.com/watch?v=LOltDZgIZ
Vc&feature=related
• National Educational Technology Standards
• ISTE (International Society for Technology in
Education)
Bloom on the Internet
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Bloom's(1956) Revised Taxonomy
http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html
An excellent introduction and explanation of the revised Taxonomy by Michael Pole on the oz-TeacherNet site written for the
QSITE Higher order Thinking Skills Online Course 2000. Pohl explains the terms and provides a comprehensive overview
of the sub-categories, along with some suggested question starters that aim to evoke thinking specific to each level of
the taxonomy. Suggested potential activities and student products are also listed.
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Bloom’s Revised Taxonomy
http://coe.sdsu.edu/eet/articles/bloomrev/index.htm
Another useful site for teachers with useful explanations and examples of questions from the College of Education at San
Diego State University.
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Taxonomy of Technology Integration
http://education.ed.pacificu.edu/aacu/workshop/reconcept2B.html
This site compiled by the Berglund Center for Internet Studies at Pacific University, makes a valiant effort towards linking ICT
(information and communication technologies) to learning via Bloom's Revised Taxonomy of Educational Objectives
(Anderson, et. al., 2001). The taxonomy presented on this site is designed to represent the varying cognitive processes
that can be facilitated by the integration of ICT into the teaching and learning process.
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Critical and Creative Thinking - Bloom's Taxonomy
http://eduscapes.com/tap/topic69.htm
Part of Eduscape.com, this site includes a definitive overview of critical and creative thinking as well as how Bloom’s domains
of learning can be reflected in technology-rich projects. Many other links to Internet resources to support Bloom’s
Taxonomy, as well as research and papers on Thinking Skills. Well worth a look.
Bloom on the Internet
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http://www.tedi.uq.edu.au/Assess/Assessment/bloomtax.html
http://www.acps.k12.va.us/hammond/readstrat/BloomsTaxonomy2.html
http://www.teachers.ash.org.au/researchskills/dalton.htm
http://www.officeport.com/edu/blooms.htm
http://www.quia.com/fc/90134.html
http://www.utexas.edu/student/utlc/handouts/1414.html Model questions and keywords
http://schools.sd68.bc.ca/webquests/blooms.htm
http://www.coun.uvic.ca/learn/program/hndouts/bloom.html
http://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htm
http://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.html
http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htm
http://www.nexus.edu.au/teachstud/gat/painter.htm Questioning Techniques that includes reference
to Bloom’s Taxonomy.
http://scs.une.edu.au/TalentEd/EdSupport/Snugglepot.htm
http://online.umwblogs.org/2008/08/27/bloom-gardner-gliffy-reflection/
http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm
http://www.teachers.ash.org.au/researchskills/matrix.htm
http://office.microsoft.com/en-us/templates/TC300005771033.aspx?AxInstalled=1&c=0
Printed Resources
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Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive
Domain. New York: David McKay Co Inc.
Clements, D.; C. Gilliland and P. Holko. (1992). Thinking in Themes: An Approach
Through the Learning Centre. Melbourne: Oxford University Press.
Crawford, Jean (ed.) (1991). Achieveing Excellence: Units of Work for levels P-8.
Carlton South, Vic.: Education Shop, Ministry of Education and Training, Victoria.
Crosby, N. and E. Martin. (1981). Don’t Teach! Let Me Learn. Book 3.
Cheltenham, Vic.: Hawker Brownlow.
Dalton, Joan. (1986). Extending Children’s Special Abilities: Strategies for Primary
Classrooms. Victoria: Department of School Education, Victoria.
Dave, R. H. (1975). Developing and Writing Behavioural Objectives. (R J Armstrong,
ed.) Educational Innovators Press.
Forte, Imogene and S. Schurr. (1997). The All-New Science Mind Stretchers:
Interdisciplinary Units to Teach Science Concepts and Strengthen Thinking Skills.
Cheltenham, Vic.: Hawker Brownlow.
Fogarty, R. (1997). Problem-based learning and other curriculum models for the
multiple intelligences classroom. Arlington Heights, IL: IRI/Skylight Training and
Publishing, Inc.
Frangenheim, E. (1998). Reflections on Classroom Thinking Strategies.
Loganholme: Rodin Educational Consultancy.
Printed Resources
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Harrow, Anita (1972) A taxonomy of psychomotor domain: a guide for developing behavioral
objectives. New York: David McKay.
Knight, BA., S. Bailey, W. Wearne and D. Brown. (1999). Blooms Multiple Intelligences
Themes and Activities.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational Objectives, the
Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay
Co., Inc.
McGrath, H and T. Noble. (1995). Seven Ways at Once: Units of Work Based on the Seven
Intelligences. Book 1. South Melbourne: Longman.
Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop
a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow.
Pohl, M. (2000). Teaching Complex Thinking: Critical, Creative, Caring. Cheltenham, Vic.:
Hawker Brownlow.
Pohl, Michael. (1997). Teaching Thinking Skills in the Primary Years: A Whole School
Approach. Cheltenham, Vic.: Hawker Brownlow Education.
Pohl, Michael. (2000). Learning to Think, Thinking to Learn: Models and Strategies to
Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow.
Ryan, Maureen. (1996). The Gifted and Talented Children’s Course: Resolving Issues, Book
13- 7-8 Year Olds. Greenwood, WA: Ready-Ed Publications.
Simpson E. J. (1972). The Classification of Educational Objectives in the Psychomotor Domain.
Washington, DC: Gryphon House.