Students want Teachers who...

explain the lesson well.

Students want teachers who……

Teachers want Students who...

come prepared to class.
Teachers want students who……
 The Role of the Teacher
Teacher centered classroom
(lecture, notes test)
Student centered classroom
(cooperative learning paired acTivities, rubrics assessment)

Sage on the Stage vs.

ide on the Side"A good teacher knows when to act as
Sage on the Stage and when to act as a
Guide on the Side. Because student-centered learning
can be time-consuming and messy, efficiency will
sometimes argue for the Sage. When students are
busy making up their own minds, the role of
the teacher shifts. When questioning, problem-solving
and investigation become the priority classroom activities,
the teacher becomes a Guide on the Side."
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.

Bloom identified six levels within the cognitive

domain, from the simple recall or recognition of facts, as
the lowest level, through increasingly more complex and
abstract mental levels, to the highest order which is
classified as evaluation. Verb examples that represent
intellectual activity on each level are listed here.
1.Knowledge: arrange, define,
duplicate, label, list, memorize, name,
order, recognize, relate, recall, repeat,
reproduce, state.
2. Comprehension: classify, describe,
discuss, explain, express, identify,
indicate, locate, recognize, report,
restate, review, select, translate,
3. Application: apply, choose,
demonstrate, dramatize, employ,
illustrate, interpret, operate, practice,
schedule, sketch, solve, use, write.
4. Analysis: analyze, appraise, calculate,
categorize, compare, contrast, criticize,
differentiate, discriminate, distinguish,
examine, experiment, question, test.
5. Synthesis: arrange, assemble, collect,
compose, construct, create, design,
develop, formulate, manage, organize,
plan, prepare, propose, set up, write.
6. Evaluation: appraise, argue, assess,
attach, choose, compare, defend,
estimate, judge, predict, rate, core,
select, support, value, evaluate.
Teachers' Corner Comprehension:
using Bloom's Taxonomy
Many students are directed to read classroom
assignments for the purpose of answering factual
questions. This type of reading for literal
comprehension is often emphasized because of the
ease and equity of evaluation.
The emphasis is limiting because many students do not
develop a personal attachment to books they read. They
do not see reading as a bridge to their imaginations, a
way to understand how others live their lives, or a
method to gain self-understanding and evaluation.
Questions that teachers ask can have a greater and
more diverse purpose than just the simple recall of
facts. If this can be accomplished, it is likely that
students will place a higher value on reading, continue
to turn to it for pleasure and as a resource, and will
establish it as a life-long habit
Goldilocks and the Three Bears

Develop questions that reflect the

progression of thinking. Not all levels
need to be developed for every
selection. Consider a range that will
lead the student to the greater purpose
of reading.
Each level of Bloom's original taxonomy
has been illustrated the story of
Goldilocks and the Three Bears was
used for general understanding.
Comprehension: Bloom's Taxonomy
Goldilocks and the Three Bears
Once upon a time there were three bears; the mother bear, the
father bear and the baby bear who lived in a house in the
woods.
One morning the mother bear made porridge for
breakfast. When the three bears sat at the table
to eat, they found that the porridge was too hot.
"Let's go for a walk to the river," the mother bear
said. "The porridge will be cool enough to
eat when we return." So off they went.
Nearby, Goldilocks was walking in the woods.
"I've been walking such a long time, and I'm tired
and hungry," Goldilocks said. Just then Goldilocks
saw the three bear's house. "Maybe there is something to
eat in there," Goldilocks said, and went inside.
Goldilocks saw the food on the table, and decided to try it.
First Goldilocks tried the father bear's porridge but it was
too hot. Then Goldilocks tried the mother bear's porridge
but it was too cold. But the baby bear's porridge was just right,
and Goldilocks ate it all up.
Goldilocks and the Three Bears

"My goodness I'm sleepy," Goldilocks said entering the bedroom.

Goldilocks sat on the father bear's bed, but it was too hard. Goldilocks
then sat on the mother bear's bed, but it was too soft. The baby bear's
bed was just right, and Goldilocks fell asleep there.
In a short while the three bears returned
from the river. "Someone's been eating my
porridge!" said the father bear. "Someone's been eating
my porridge too!" said the mother bear." Someone's been
eating my porridge, and they at it all up!" cried the baby
bear. They looked around the house to find who had
done this. When they looked in the bedroom they saw
Goldilocks asleep on baby bear's bed. Just then
Goldilocks woke up, saw the three bears and screamed.
The three bears tried to catch Goldilocks, but Goldilocks
ran out of the woods and all the way home.
The End.
Goldilocks and the Three Bears

Knowledge
the recall of specific information
-Who was Goldilocks? Where did
she live? With whom?
-What did her mother tell her not to
do?
Goldilocks and the Three Bears

Comprehension
an understanding of what was read
-This story was about __________. (Topic)
-The story tells us ________. (Main Idea)
-Why didn't her mother want her to go to
the forest?
-What did Goldilocks look like?
-What kind of girl was she?
Goldilocks and the Three Bears

Application
the converting of abstract content to concrete situations
-How were the bears like real people?
-Why did Goldilocks go into the little house?
-Write a sign that should be placed near the edge of the
forest.
-Draw a picture of what the bear's house looked like.
-Draw a map showing Goldilocks’ house, the path in the
forest, the bear's house, etc.
-Show through action how Goldilocks sat in the chairs, ate
the porridge, etc.
Goldilocks and the Three Bears

Analysis
the comparison and contrast of the
content to personal experiences
-How did each bear react to what
Goldilocks did? How would you react?
-Compare Goldilocks to any friend. Do
you know any animals (pets) that act
human?
-When did Goldilocks leave her real world
for fantasy? How do you know?
Goldilocks and the Three Bears

-Synthesis
-the organization of thoughts, ideas, and information from
the content
-List the events of the story in sequence.
-Point out the importance of time sequence words by
asking: What happened after Goldilocks ate the Baby
Bear's porridge? What happened before Goldilocks
went into the forest? What is the first thing she did when
she went into the house?
-Draw a cartoon or stories about bears. Do they all act like
humans? Do you know any other stories about little
girls or boys who escaped from danger?
-Make a puppet out of one of the characters. Using the
puppet, act out his/her part in the story.
-Make a diorama of the bear's house and the forest.
Goldilocks and the Three Bears

Evaluation
the judgment and evaluation of characters, actions,
outcome, etc., for personal reflection and understanding
-Why were the bear's angry with Goldilocks?
-Why was Goldilocks happy to get home?
-What do you think she learned by going into that house?
-Do you think she will listen to her mother's warnings in the future? Why?
-Do parents have more experience and background than their children?
-Would you have gone in the bear's house? Why or why not?
-Do you think this really happened to Goldilocks? Why?
-Why would a grown-up write this story for children to read?
-Why has the story of Goldilocks been told to children for many, many
years?