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Day 2:

Focusing on the Upper-levels of Bloom's Taxonomy & Inquiry-Based Learning

How do we provide the best opportunities for upper level thinking in the classroom?
 
#AEABlendFlip

Welcome Back

Today's Learning Goals:

  • I can define success for adults

 

  • I understand more about the modern learner

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  • I have experienced an blended learning opportunity.

 

  • I can apply higher levels of blooms in my f2f and blended classroom.

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  • I am able to create essential questions

As you review the learning opportunities from Day 1, what questions do you have?

How Do We Define Success?

Activity

Connecting to the Universal Constructs

The Modern Learner

What do modern learners look like today? What skills, wants and needs to they have? What characteristics do they have to succeed with personalized learning? In groups of 3-5, design a visual piece that represents a response to these questions.

Gallery Walk

In your groups, visit each other's designs and offer comments regarding...

  • ​What did they include that you hadn't thought of?

  • Was their analogy /design accurate in your opinion?

  • What questions does their design prompt?

  • What parts need more clarification?

Socratic Circle

5 Minute Write

Write about one or more of the questions below.

 

Questions to start:

  1. What role does understanding success beyond school play in planning learning experiences?

  2. How does environment impact internal needs? What role does balance play?

  3. Balancing screen time

  4. Balance risk and reliance?

  5. How do we emphasize down-time? Time to process?

  6. Logic and creativity? Interrelated / connections to learning outcomes?

  7. What defines graded vs. ungraded?

  8. How do we get students to process what is important?

Fishbowl Activity

Socrative Circle Resources

Those outside the circle: Backchannel use pin #28854240

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Fishbowl Resources:

Fishbowl not for you? Try Spiderweb Conversations

Analyze and Reflect

Link to presentation

Resources to Build:

Link to your presentation

Lunch Time 11:30- 12:30

Questioning and Connecting (Done Blended)

Work in your assigned virtual groups ***

How to Create a Custom Google Search

Crafting the Right Question

Activity: Use this document 

  • Which question would you use to get to higher ordered thinking?

  • Which one would you NOT use?

  • Why?  

  • What could strengthen the one you would not use?

Group work: Write Essential Questions

Collaborate in groups to move individual participant's questions up on Bloom's

Discuss questions options

Resources:

 

Authentic Audience

Once you or your students create work, what do they do with it?

  • Is it shared only with the teacher for a grade?

  • The rest of the class?

  • The school community?

  • Community outside of the school?

  • How does authentic audience support the Universal Constructs and the upper levels of Bloom's

  • Disposable Assignments Reading: what could this look like?


What are the pros and cons to sharing to these entities? Pros and Cons discussion T-Chart from Read Write Think  (Topic 1 is Pro; Topic 2 is Con)

 

Tools to Try (on your own):

 

These can be embedded into a blended or online course. Some LMS's have this bulit in.

Bringing It All Together

Revisit the learning map and apply the upper level of blooms.

 

Brainstorm what types of learning objects would support this map to support the face-to-face and the online that are more higher ordered thinking.  

 

Where do they fall into the upper level Bloom's?

Click on image to view and download

Assignment

Repeat the Deconstruct activity using YOUR OWN lesson:

  • Identify the upper level activities within the lesson and place them where they fall on Blooms or DOK- Your choice remove the other option.

  • Determine which ones could be done online and how

  • What can be done to improve the lesson

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