When we’re talking about differentiation and opening alternate ways to provide student success, we sometimes forget about those tried and true concepts and philosophies of the past. In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95% of the test questions students encounter require them to think only at the lowest possible level…the recall of information. Since then, there have been many adaptations.
This is an updated version of the taxonomy created in a rose. The visual shows levels in active verbs and possible activities to do. One question to ask may be: “Given my list of lessons and activities, to what extent do they reflect a wide range of alternate ways to learn and access information?” What would happen if you copied this and used coloured highlighters to highlight the areas (activities/lessons etc.) covered throughout the year? It would certainly give you an indication of the actions that are covered and what areas you may consider deepening.
Mike Fisher has gone a step further in his rendition of Blooms. He has a wiki called Visual Blooms that he has taken the framework and overlayed it with a 21st century twist. It is at the beginning stages but already you can see the possibilities leap out. Imagine the conversations with colleagues and students over this visual. What would that mean in terms of action? How would you connect this throughout the year to wise practices?
WHAT’S YOUR INTENTION?
Articulating and clarifying or organizing learning intentions can sometimes be a bit difficult. The Differentiator (from byrdseed.com – a site sharing gifted ed) may be a handy little tool to help with creating clear statements of intent that can be shared with students. Further, they can also be imported to your report card comments. And they can be a part of the assessment rubric. Rubistar provides a host of rubrics or allows for tweaking or creating your own rubrics. Hey, how about allowing the students to create or collaborate over a rubric?