 When he says it needs a saw on cartridge your printer. What's that mean? See why I just replaced the black one in and now it's one now I Broadcasting live at this point from North Carolina School of Science and Mathematics I'm Alyssa Tebow with the distance education program here and welcome to the Revised Blooms taxonomy With me today are two consultants from our Department of Public Instruction We'd admire who's works with us with with us before with media specialists and instructional technologists You may have encountered her in the past and Gail Holmes Who is also in instructional technology and wears many many hats So I'm sure that that these folks are well known to people out in the field And they're here to talk to you about the blooms taxonomy Can I we're just for the point of housekeeping it looks as though we're primarily engaged with video? Yes, I am Hello arrow wood Your audio is on. Thank you. All right Folks we we will have some interactive components to this particular presentation If you have a computer in front of you and you want to try to follow along, that's great otherwise The URLs for this particular activity and the PowerPoint that will be shared today Will be available from the website and you can just click on the link If someone could turn off their audio remotely, please We have there will be a link that will be available then you can download the PowerPoint and use that in your own instruction So I'll let these folks get started. They have a lot to talk to you about. Thank you so much for attending Well, oh, how are you today and This is an interactive session, so I expect you to respond They need to put their audio on if they're gonna respond. So just give a wave if everybody can hear There we go Okay, well our session today it will look at Revised blooms Through the standard course of study and it will also look at strategies for aligning some resources So we're going to get started By giving you a quick view of what we're going to cover Some of the things that we're going to talk about today are pedagogy some online tools the content The is important higher order thinking and blimps taxonomy, of course and mastery learning Just an overview the session will focus on tools and resources that are again aligned to revise blooms and How these resources can be used to connect the content of pedagogy I order thinking skills and promote mastery learning Again, this is an interactive session So we're going to ask that you respond by raising your hands giving us a thumbs up So they will know that you either have questions you understand or you're ready for us to move forward It is our hope that when you leave today You will be comfortable with some of the resources that we have shared or if you have questions about some of the resources You will ask and allow us time to kind of explain those tools so that you can go back and explore them in detail If for some reason, you know that the tools are blocked again Let us know that these tools are not available in your district that we will suggest some alternative tools But those of you who have access to technology and would like to follow along with us This information is contained on a wiki that you can find at Http colon slash slash G H H O L M E S Dot P This is peanut butter be works calm From the task menu, you will click on revise blooms taxonomy You can take this look this Website back with this PowerPoint back and use it in your districts. It is again an interactive PowerPoint So we're going to begin by asking you the question. How comfortable are you with embedding content? pedagogy and technology when teaching if You have your access to a computer you can click on the button and respond If you don't have access, please raise your thumb as it relates to one of the categories We're going to suggest to you the first category is The traditional way has worked for me in the past Second category I Want to grow but lack of resources is a problem Third category I have the tools, but I need help with the strategies for use And fourth category I'm well on my way, but I love attending sessions for continued growth So let's respond to one of those categories raise your thumb or thumbs up if The traditional way has worked for me in the past You're not ready to move forward raise your thumb if be It's what you'd like to select The lack of resources is a problem for you That's be okay our head you said be We had to be okay. Okay, see you have the tools, but you need some strategies for how to use them Okay, the final one I'm well on my way, but I just love attending sessions for continued growth Okay, okay So we'll try to focus our attention Meeting the goals of C Did someone have a comment I think that the audience still on somebody needs to meet them like my Thank you Okay, she's gonna meet her microphone. She's trying I would go ahead. So let's talk a little bit about What is preventing you from effectively embedding technology into your curriculum I Give people a minute they can answer anybody have an answer. Can we hear the answer from each school? Okay, so time what other things we often have dropping connections or not enough computers at a time or We don't know how to teach a certain Tool such as Prezi is really big right now and teaching that is difficult Okay What other issues? Well, let's speak to those two issues. First of all, let's talk a little bit about time now and considering Not having enough time Management we know it's a problem We know that it's very difficult to teach that tool find access to the technology to teach that tool but if we move our strategies to a facilitator and understand that when we provide Resources to students to use these tools. It doesn't have to necessarily be done in the classroom A lot of the students will have access at home A lot of the students will have access to after school one of the things that I found helpful in the school that I worked in prior to working with DPI and I would have an open lab After school to allow students to come in and complete projects that teachers assigned And once you also consider this interactive PowerPoint that we're using how you can use one computer in the classroom To get some feedback and at the same time Manage the day-to-day tasks that you want students to complete. I Want to ask a question. Have you heard anything about flipping homework? Raise your hand if you have you know, you've heard about or shake your head Okay, I'm into flipping PD and So what that would mean is that you may have someone in your school district Who's really good at a certain tool and they may create a tutorial page like on a wiki or a website And then become an expert at that tool and then share that It doesn't mean that everybody has to become that expert I've done several of those just in the evening when I sit around just doing geeky stuff, but You don't have to know a little bit more about that's what I do But the other thing is like you mentioned Prezi Prezi has fabulous tools on the website You go to the and ask for the educator site and there are things that you can go step-by-step Modify but anyway find someone who that's their tool They're interested in and let them share with and I don't use it very much because I have to think about return on investment what is it that I'm actually going to get for my time and You know that may not be the thing the tool that I need to use at the time I've got several things that maybe I've just copied from somebody someone in fact I've got a really nice one that has a license that I can copy and make edits to about wikis And it's a Prezi about telling all about how to use wikis, and it's created by wiki spaces So anyway, there are things that are out there and that's I would say the professional development these days is not about sitting get It's more about learning how to fish learning how to find what you need and going after it yourself either with your partner or with someone else But sitting around and learning how to do an application is probably not going to happen because we're focusing more on the content And how to use it within a content So I hope that helps and understand to that it's not about the tool. It is about the content The tool is just happens to be what you're going to use To share that information with your students or with your teachers I do want to say though before we move on to that there was one activity where we Wanted to do some professional development with teachers and we started out by doing 15-minute sessions during the day where they could just drop in for 15 minutes and attend a presentation on some tool or some strategy that we were going to share in the school and We started that strategy with the teachers and then we bought in students because we wanted to give some students some ownership so we bought in students and the students began to present those workshops instead of the teachers and What would so well was the fact that those students began to say If my teacher were to assign this assignment We could use this tool to do this this and this and they began to connect that To to the content and that's what we want to see we want to see student ownership So let's move in then to Revised loans. I'm going to interrupt just once here to say Along those same lines about finding that right tool and working with the tools think about how does that transfer into a work or a college? Is it something that's specific to Learning a and gals going to mention about the some of the lower levels is a remembering tool That's not really applicable and so I wouldn't spend a lot of time on that But is there something that that you or students will use that are applicable in real world processes more than an application How have you done work with revised loans before? Raise your hand shake your hand Okay Okay, then you will know that revised loans is set up so that you have five birds You have remembering You have Understanding and all these are on this powerful. I'm going to give you you have applying Analyzing Creating and evaluating One of the places that you may have seen this all of our new essential standards for North Carolina have been developed Using the revised blooms so you may have been come in contact with them that without realizing it These are your cognitive processes It also with revised blooms has four knowledge dimensions Those knowledge dimensions will determine what type of verb you're going to use when you are teaching a concept For example, this is this picture that you're seeing now That's your lowest level. This is your factual level. So if I were using revised blooms With the factual level If I were focusing on remembering I may do things like have my students list something or Might have them to recall something for example when I was in eighth grade my teacher had us to memorize the Gettysburg address and I can still Recite the Gettysburg address But she had me I Made no connection to it. I didn't Understand why I was doing it and that's where the piece comes in where if you're teaching any concept It is important for you to teach that kid or that that Student why it is you want them to learn that information because if they don't make any connections to it They're just learning the information for the sake of learning it So what could she have done for me to connect to that information? So that it made meaning for me How could I've taken that remembering level which is the lowest level and Taking it to the creative level. What kinds of things could she do? What kinds of things could you do now with the Gettysburg address to connect it from remembering to create? feedback Okay, let's take it one step before we even get to create. Let's look at understand How could I understand? Bring it to the understand level Maybe to rewrite it in your own words rewrite it in my own words. I'm gonna summarize it very good Okay, what's the next level? There's somebody else anybody else responding I Can't I didn't hear that oh Create a game Or perhaps take pictures to Sequentially we'll play out a specific event within the Gettysburg Okay, now that's good. Let's work our way up now to create. How can I create? What kind of activity can I do with that create? What if? My teacher had asked me to take that Gettysburg address and apply it to what was happening during that time period and rewrite Speech for the current president could that have been done Think about the high order thinking skills that's required to do that Think about the research that's involved and that's where we want to take our students now Don't get me wrong. I am not saying that remember Understand analyze apply and evaluate should be thrown out the window But we want mastery learning Facts are important It was important for me to learn that Gettysburg address But equally as important is it for them to teach me how to apply that knowledge to real life situations What are some examples of an effective use of remembering when is remembering the task that is the most important When you're content When you when you're teaching students, when do you want them to just remember? New content, that's the first level Can you think of other things? I'm thinking of spelling Spelling words arithmetic facts, right? Those are your building blogs, and that's what you have to do to start building So there are times when that is exactly the level that you want So let's look at the standard course of study then if you look at your standard course of study for Science and I'm going to pull in I think we have K2 We have elementary middle and high school here presented So let's pull up a standard. I know you can't see it, but I'm going to talk to you about it But if you go to any of your standards and read You're going to see it heavily populated with Blooms birds for example Classify objects by observable physical properties if I'm classifying what Level of looms am I looking at if I'm inferring what level of looms am I looking at? It is very important for you to understand first of all that when you're going through your standards that You need to recognize the verbs After recognizing the verbs the next step is to look at what is it that I'm teaching in this content What are the big rocks in it? What am I going to do with those verbs? Is it important for me to create? Am I summarizing? What am I doing in? Science what would be a good remembering? objective or strategy What do kids need to remember do they need to remember the table of elements? Do they need to be able to access know where to access the table of elements? And if you built up that level What would be some creating? Would they might do some experiments or something like that that would be actually creating something? Some practices that were where they were actually be doing something with that knowledge that underlying knowledge So to kind of break it down a little bit further We've created four quiz questions and we're going to use these questions to kind of explain To you revise blooms. So let's say you were to click on question one and here's question one Okay, students are to read a research article referencing a classroom experiment and summarize it in their own words Which level of the bloom bloom's taxonomy does this represent? Is it a? understanding is it be Remember it remembering or is it see applying? a thumbs up a Some of the things that you might want to consider when working with blooms understanding is question stems question stems that you might want to write are Can you explain why? Can you write in your own words how you explain? Can you write a brief outline? What do you think could have happened next? Who do you think? Who do you think? What was the main idea? Can you clarify? Can you illustrate? Does everyone act in the same way that? Someone else does so here are some types of question stems artifacts that you could use You guys do an outline think link are allows your students to Create an outline question to Students are assigned to read the immortal life of Henrietta blacks and asked to complete a series of tasks and Order the task from the lowest to the highest According to the revised blooms taxonomy So you're going to look at the four options here Are the four you're going to decide? Which was be the lowest level of understanding? Up to the highest level Number one the students will be asked to place the events in chronological order number two Write a new ending for the story Number three Choose one of the stories characters as a best friend and justify your choice or For on what date did the story begin? Take a few minutes and write down the order that you think this Would be placed in from lowest to highest Do I need to repeat those choices? a Number one replace the events in chronological order number two Write a new ending for the story number three Choose one of the stories characters as a best friend and justify your choice Or four on what date the story began out of those four. What is the lowest level? four So you think D is the correct choice. She said four before is the lowest level. Okay. That means it's either B or C No No The answer is D. The answer is D. You think yes Okay, B says For on what date that the story began Which is number first one Will be the lowest level number one Place the events in chronological order three Choose one of the stories characters as a best friend and justify the choice or two Why don't you ending for the story? He said the answer is B B was the correct answer Again The question That was a good guess The power point will be made available to you. I'm sorry Let me do that. This power point will be made available to you and it's one that you can take back and use Okay, let's look at three Students will compare the structures and life functions of plant and animal cells including major organelles cell membrane cell wall nucleus chloroplasts mitochondria and vacuoles which of the balloons does this represent? Is it a remembering or be understanding or see analyzing See see Who says who says otherwise Yeah, anybody that disagrees. All right See is correct again question stems For analyzing what events could not have happened What was the turning point? What are some of the problems of? You're analyzing something. So you're gonna be comparing something with something or looking at something compared to something else There are some tools that you can use and again, we're gonna go back and go over some of these tools later If you're doing a survey Survey monkey whole everywhere Database Google Docs Zoho Outlines quick list No cased Outline maker You're doing an abstract pin zoo Doing a graph You do things like create graph Chart tool then organize could be Bubblest it could be mind master a series of tools that are out there and then the final question Students are asked to classify the items and diagrams as living or non-living What is the level of student thinking is that a? understanding the applying or See evaluating understanding Isn't it ranking and what's the process used for that Process of elimination right You're gonna ask things like do you know of another instance where can you group? Characteristics of what factors could you change so forth and so on? artifacts Votable is a good tool that you can use and Pensoo is awesome. We're gonna look at Pensoo later on But wanted to kind of take you through The quiz to kind of give you an idea of some question stems How to look at revised blooms and use it for creating? Questions for creating lessons and activities in your classroom there are several people that an excellent job and Pulling together some resources and aligning them to blooms. I really like that one on the bottom down there We're going to start with we done We're gonna start with Vicki Davis and Kathy Shrock and then we're gonna land that we're gonna end up with Gail We're gonna start with Kathy right we're gonna start with Kathy many of you are familiar with Kathy Shrock Who's not familiar? He was raise your hand if you've never heard of Kathy Shrock Okay Finder on the internet. She's got all kinds of tools that she shares with everyone and she's usually a regular at this state technology conferences One of the things S C H R O C K This wiki will be uploaded to With this powerful of uploaded to the wiki and you can't access it. Everything is hyperlinked Okay, this is Example of what Kathy Shrock has done and she's taken blooms And for each question For each cognitive level of blooms She's taking Google matched it with the cognitive level for example if you wanted to focus on The recall of the remembering level, which is your lowest level. What kinds of things could you do? You could use Google document We could use Google documents to have students to list things because we know that with the Remembering level which is your recall level one of the things that you're going to do is have students to list Items you could also use Google draw Google draw is a graphic organizer that allows you to create Mindmaps on Google these mind maps can you can collaborate with other students? So they could could create Theoretically one map together. She's also look at the understand level Google translator Google news. I know that in some schools that you may have things like Google Blocked do you guys have access to all Google all things Google in your school or do you block YouTube? She's also taken the cognitive level and Aligned it to so if you're looking for something a good app that will list things List is perfect You're looking for something to understand Then categorizing is a very good app. She's done this both both for the iPhone as well as the Android And this is Kathy Schrock's work Vicki Davis When I step further and I think you will enjoy this one more so than what Kathy Schrock has done Vicki Davis says that it's important for you to start with Your standard So if you click on that green section You're typing your cortex, this is your standard you're gonna look at what a central question am I focusing on here? You're starting with the end in mind So think for example You might want to look at procedural knowledge For any procedural knowledge you want a you want as soon as to Do a skill you want them to create something or it may be the metacognitive knowledge With the metacognitive knowledge, you're looking at how things in general break How can you deconstruct something to understand the whole? You're looking at self-knowledge here Factual knowledge You're looking at vocabulary, what kinds of things can I do to help my students understand vocabulary and then your conceptual knowledge? Now what she does is she takes each of those knowledge dimensions and Says okay, if I want my students to be able to evaluate What am I actually asking them to do? So if you're evaluating I can have them to work in writing groups And then give feedback to their peers. I Can have them listen to a political speech and make a list of contradictions on why they Agree or not agree with that speech and then she goes to the activity level And she says okay Here are the verbs that you're going to focus on here are some activities that you can participate in well Have your students participate in You can have them to create a debate using word processing and a sound recorder You can have them do podcast Broadcasting you can have them do instant messaging again. Here's a list of just a Lot of Activities that you can integrate to help those students master a concept and then what I looked at was taking those tools Looking at the cognitive level Breaking it down so that you can see both the cognitive and the knowledge level and then looking at what tools are out there for us to use How many of you've heard of Quizlet before raising have you heard of Quizlet or use Quizlet before? How many of you use pin-zoo before? Let's look at Wordle Taggle how many of yous were in taggle or vocaboo? Now we don't want to look at this as being a workshop just on tools because that's not the point The point is if I want my students to remember what tools could I create or allow them to create? So that they could practice if I wanted them to learn how to spell a word Wouldn't they be more much more excited if they could spell those words in a recorder and Listen back to it themselves at home with their MP3 players What tools are available to do that? If I wanted them to collaborate, I could use a voice thread So I'm gonna look at Pin-zoo with pin-zoo There's a diary in my chemistry class in high school One of the things that my chemistry teacher had us to do was keep a chemistry notebook And that chemistry notebook we had to create our diagrams and anything that we did in his class had to be placed in that Notebook the purpose was to use that notebook at the end of the year as a study guide so that we could be successful in our end-of-year test With pin-zoo look at this as your end-of-year study guide if the students went into their journal and Reflected on their journal on a daily basis This would be an excellent way for them to keep a record of weekly assignments Strategies that they've learned Resources that you have shared with them. This is their Knowledge book that they carry with them Now we know that everyone doesn't have access to the computer and that this is not something that you can do If you don't have access to the computer, but your your pin-zoo could be again your Notebook it could be if the students have cell phones. It could be their cell phones keeping notes With pin-zoo here Every time I put a recording it Classifies that courting according to the title and the date so I can go back at any time and Look at the information that I typed on a given date. I can read it and reflect on it Classrooms and even if you only had one computer in your classroom How could you use? pin-zoo To summarize the information that you've taught and Instead of you having to sit at the computer and type that information yourself. Could you not? Bring in one student and have that student for that day responsible for recording or Summarizing that day's lesson that lesson is now summarized for those students who've been absent and Summarize for those students but especially for that student who some did the summary He's getting a second ounce of that information. So he's going to remember it Because it's online. They can go back and read it at any time think about what you teach How could you use pin-zoo in your classroom? Give me some feedback put your head together and discuss it for a moment How could you make pin-zoo work? And your learning environment? We could do journals. You might be able to take notes on it during the day Okay What else could you do? What about homework? What about emailing it to your parents to let them know What you did in class that day Is pin-zoo accessible by anyone if the teacher had the one account and students wrote in daily You know, there's summarizing of what happened in class for others Then can anyone access it just like a diary you can lock it or you can have it open Okay, so it's optional But it's a good way I mean it we know that it's so important to bring our parents into our classrooms And at the same time we know that our parents have to work So what tools are available to allow them to see what we're actually doing? You have kids that will go home and say I don't have any homework You put your homework in this diary at the end of the day. This is what we've done This is what your students are expected to do for homework It's a way of engaging everybody pin-zoo another tool that I Use that I think Would be excellent It's called tricider The neat thing about this tool is seriously. I have to register to use it It allows you to collaborate on it brainstorm on it. So let's say that I wanted you And I've created one for you guys to share an idea With me and I'm gonna go to the wiki for a moment. This is tricider. I Can post a question. I know you might be able to read it, but I'm gonna explain it how it works With tricider the teacher or a student or anyone can create a question In this case, the question is what issues are preventing you from effectively embedding technology into your curriculum You can add an idea So if you wanted to respond to this question, you'd simply click on add an idea and You would add an idea to this post You can add as many ideas as you'd like to Once you have all your ideas posted and others can come in and vote on it Let's say we were voting on whether or not we wanted to have Ice cream in the classroom we're gonna have an ice cream party You can get the kids ice cream you get five flavors of ice cream and you wanted them to vote on which flavor Was the best so you could have a list everyone could come in and throw in their flavor of ice cream and Then students can vote on the flavor that they prefer So think about how you can start with just a list and build up to a higher order thinking by having students Do different things with this one activity Think about just listing things and have them to categorize it into living and non-living things And all you have to do is put that link and they would simply type in that information So you you throw out the idea they build on it. It's called tricider review abused Lenore it before another tool they students do not have to Log on to it is a perfect teaching tool With Lenore it I can with the sticky notes Allow my students to respond to a lesson They can share ideas If I wanted to them to look at an activity that I have created Through a video I can upload a video I Wanted to them to download a document that I was including in my lesson. I Can upload that document they can download that document for use So we can start with the lowest level of revised balloons Which is a list and then we can actually have students to create their own Lenore if we chose to go that route and And create some type of activity based on the concept that we're teaching in the classroom The neat thing about this is it's a collaborative tool. It's an interactive tool. I Can put students in groups And while they're working in groups they can collaborate on this tool at their seats No matter what they're sitting in the classroom, especially if you have three or four computers in the classroom You have access to three or four computers So I can create my activity. I do not have to have a computer lab to use this tool and make it work Think about Lenore it For a second, how can you? Empower students How can you strengthen your lesson using this tool? Take a few minutes minutes and think about that and respond to it. Yes, they give me some feedback How could you use this tool in your classroom? We're having difficulty hearing the name of the website. Could you repeat the name of the website, please? L-I-N-O-I-T Com can you see it now? How could you work with this tool in your classroom? You are already doing Bailey assignments posting daily assignments. What else? This would be a situation where you could do some form of assessment and allow the kids to give you This is what I was unclear on. Could you re-teach this possibly and have the kids give you feedback? Excellent excellent strategy. What other things could you do with it? How about a gallery walk? A gallery walk very good How about parking lot? Parking lot At the end of the day you always have those kids who are confused You bring this Lenore back up at the end of the day look at it The Lenore could be something they could do at home, you know, they go home. They have access to a computer They may type in a question of the ask the teacher to clarify the homework assignment You know, I'm confused. I really can't do this. My mother can't help me You could also use this as a tool to share Recording so that the students can go back look at and get procedures for Completing a task One last tool I want to share with you because I know my time is ending I want to send your parents an email recording. You have all your parents email addresses and You want to send them a quick email? With your voice recorded Explaining something wonderful that that child did in school that day You know, I had one of those kids that if the teacher called I knew it was going to be bad news And so it's always good Every now and then To get a message from the teacher saying I just wanted you to know that you have a wonderful child And he did some good things in class today You click on record You type your you record your message straight through this tool and then you email it to whoever you choose to email it to And it's as simple as that You don't have to spend a whole lot of time now Especially think about those parents who just cannot come to school because they have to work Grape or will they be that you took the time to Send them a personal message and you could in some cases create one email and use it for several parents If you don't put in the child's name But if you want to personalize it then let the child's name be included the goal is to be a capacity The goal is to engage your parents because if you have happy parents They're gonna work with you and eventually you'll have happy students. We hope at least you'll have students who will behave in class We hope and the last thing I want to share with you because I know my time is ending Again, all of this will be on the wicket that I've shared with you earlier. I've been working on a toolkit with the goal to be able to Bring together resources That focuses on Revised blooms So here you will see the verb The question stems that you might consider asking Some artifacts that you could have students create and finally hyperlinks to websites that you can click on and use them as tools to meet the goals of that stem or that verb you have both the wiki site and The PowerPoint available to you and again the PowerPoint will be uploaded to the wiki site that I gave you Earlier, are there any last-minute questions or comments? You want to bring up that slide that has the wiki site URL on it again? Okay the URL for the wiki I'm bringing it up for you now. If you go to the wiki site. There is a link To a linoa that says reflections If you have any follow-up questions that you'd like to ask Post them on that linoa and I'll respond to them there Tell them to put their email address Make sure you include your email address when you post the question Thanks everybody Thank you