ACTIVITIES BASED ON BLOOM'S TAXONOMY

-

Hi! I'm back! 

Yes, I know. It has been a long time since my last post, but this school year is being a bit tricky for me.

Today I would like to share to go on with ACTIVITIES BASED ON BLOOM'S TAXONOMY.  I am going to give examples for each level of the Bloom's taxonomy from low to high demanding. 

Here I go:

  • REMEMBERING: It refers to recalling facts and basic concepts
    • Filling in the gaps
    • Multiple choice
    • Spelling list
    • Matching worksheet
    • Labelling the pictures
    • Name the parts of...
  • UNDERSTANDING: It refers to explaining ideas and concepts
    • Retelling the story in your words
    • Collage
    • Book report
    • Speech overview
    • Math computation
    • Do a chart of similarities and differences
  • APPLYING: It means using information in new situations
    • Practising playing a board game
    • Doing an experiment
    • Planning a model construction
    • Interviewing someone who...
    • Solving a problem solving
  • ANALYSING: This is drawing connections between ideas
    • Constructing a graph to illustrate selected information
    • Making a diagram
    • Writing a report about...
    • Book report
  • EVALUATING: It refers to justifying a stand or decision
    • Letter to the editor
    • Self evaluations
    • Music critiquing
    • Justify your point of view
  • CREATING: This thinking level means producing new or original work
    • Advertisement
    • Comic strip
    • Poetry writing
    • Design of a process
    • Journal narrative
I would like also to recommend a web site by Teach Thought Staff where you can learn more about Bloom's Taxonomy and you can find a chart with all the levels and verbs you can take into account when planning. The chart below is by Teach Thought Staff.








Comments

Post a Comment

Popular posts from this blog

THE 3 As TOOL IN CLIL: Language FOR, Language OF and Language TRHOUGH

-
Image
  GOOD AFTERNOON! 💕 Well... or good evening or good morning, depending on when you are reading this post 😊 In this blog, I have already dealt with the following principles of CLIL: ☑ The 4 Cs ☑ Scaffolding ☑ Bloom's Taxonomy Today's post is about " The 3 As tool in CLIL ". Are you ready? 😉 The 3 As tool is used for planning CLIL lessons. Whereas the 4 Cs helps us in the overall planning of the unit, the 3 As tool is of great help when we plan the language our students will need in the activities we have planned. The 3 As stands for A nalyse,  A dd and A pply. Let's have a look at the three stages: 👉 Stage 1 : ANALYSE content for the language OF learning. This means the key phrases and the vocabulary needed. 👉 Stage 2 : ADD to content language FOR learning. This refers to metacognitive or learner's strategies, language for group/pairwork, understanding instructions, how to deal with not understanding... To me, this stage is highly important. If we wa
Read more

TEACHING VOCABULARY AND GRAMMAR IN CLIL

-
Image
  Hi teachers, Today I would like to talk to you about teaching VOCABULARY and GRAMMAR in CLIL . Should we teach vocabulary and structures before starting a Science or Arts unit?  After years of teaching with a CLIL approach, I confess there isn't a specific way to do so. I am going to tell you about my experience as a CLIL Science teacher. From my point of view, it depends on the age you are teaching and your students' level of English. When I teach 6-9 year-olds , I usually spend the first two sessions to teach and revise the new vocabulary that they are going to need in the new unit. And you may wonder how I do it. At these ages, I like using flashcards or realia and to play games with them. You can find some ideas about how to use flashcards in the post my dear friend and colleague Núria and I prepared: Let's see it with an example. The CLIL unit " A Healthy Mind into a Healthy Body " was divided into differents parts: 1) Introduction to Food 2) Where does it
Read more