The Blooming Flip Chart

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Benjamins Blooming Flip Chart       Ro
oted in the Academic Content Standards   Printed
by the TCHESC  
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Benjamins Bloom-ing Flip Chart

• Tuscarawas-Carroll-Harrison Educational Service
  Center
• 834 East High Avenue
• New Philadelphia, OH 44663
• 330.308.9939
• Fax [phone]
• www.tchesc.org
• Robert Fogler, Superintendent

Department of Gifted Services Marina Colombo Peg
Range Michelle Watson
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Purpose
Aid in developing differentiated lessons in all
academic areas

• Flip charts connect indicators to levels of
  Blooms Taxonomy

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Blooms Taxonomy

• lowest level of cognitive thinkingsimple recall
• (knowledge, comprehension, application)
• highest order of cognitive thinkingcomplex and
  abstract mental levels of thinking
• (analysis, synthesis, evaluation)

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Benjamin Bloom

• 55 frame not a reflection of his stature
• Stature in the classroom and the field of
  education was mighty great
• Provided activities for students to increase
  meaningfulness to the lessons
• Had a nose for what was significant thus came

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Blooms Taxonomy

• Bloom identified six levels within the cognitive
  domain.
• In 1956, he found that over 95 of the test
  questions students encountered required them to
  think only at the lowest possible levelthe
  recall of information (knowledge).

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Todays Example
Fourth Grade
Ohio Content Standard Reading Applications
Literary Text Page 202 (K-12 English Language
Arts)
Indicator 1. Describe the thoughts, words, and
interactions of characters.
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Benjamins Blooming Flip Chart Rooted in
the Academic Content Standards Printed by the
TCHESC
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Roll of Thunder, Hear My Cryby Mildred D. Taylor

• Novel of realistic fiction

• Characters and events are fictional
• The events are characteristic of incidents common
  to have happened in the South in the 1930s.

Deals with issues of prejudice, courage, and
self-respect
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Roll of Thunder, Hear My Cry

• Standard Reading Applications Literary Text

Indicator 1. Describe the thoughts, words and
interactions of characters.
Describe COMPREHENSION level of verb choice of
Blooms Taxonomy
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The Taxonomy

• KNOWLEDGE Level

• Remembering previously learned material

• Recall facts or whole theories

• Bringing to mind

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Roll of Thunder, Hear My Cry

• Indicator
• Describe the thoughts, words and interactions of
  characters. (COMPREHENSION)

KNOWLEDGE Level
Match the characters interactions with another
character in the novel.
Specify which character is telling the story by
citing three examples from Chapters 1-3.
Retell the incident with the Jefferson Davis bus
as the Logan children walked to school on the
first day.
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(No Transcript)
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The Taxonomy

• COMPREHENSION Level

• Grasping the meaning of material

• Interpreting (explaining or summarizing)

• Predicting outcome and effects

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Roll of Thunder, Hear My Cry
Indicator 1. Describe the thoughts, words and
interactions of characters. (COMPREHENSION)

• COMPREHENSION Level

Describe the thoughts, words and interactions of
characters. (original indicator)
Express your interpretation of the characters
feelings and thoughts in at least five
interactions in Chapters 1-3.
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(No Transcript)
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The Taxonomy

• APPLICATION Level

• Ability to use learned materials in a new
  situation

• Problem solving

• Applying information to produce some result

• Use of facts, rules and principles

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Roll of Thunder, Hear My Cry
Indicator 1. Describe the thoughts, words and
interactions of characters. (COMPREHENSION)

• APPLICATION Level

• Dramatize an interaction occurring between the
  following characters of the novels
• Stacey and T.J.
• Little Man and Mrs. Crocker
• Mrs. Logan and Mrs. Crocker
• Cassie and Lillian Jean

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(No Transcript)
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The Taxonomy

• ANALYSIS Level

• Breaking down into parts

• Understanding organization

• Clarifying

• Concluding

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Roll of Thunder, Hear My Cry
Indicator 1. Describe the thoughts, words and
interactions of characters. (COMPREHENSION)

• ANALYSIS Level

Analyze the interaction between two of the
characters in the book who are in conflict, then
determine by the words or personal thoughts of
the characters how the conflict is resolved or
how it even leads to another conflict in the plot.
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(No Transcript)
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The Taxonomy

• SYNTHESIS Level

• Ability to put parts together to form a new whole

• Generalize from given facts

• Using prior knowledge to create new ideas

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Roll of Thunder, Hear My Cry
Indicator 1. Describe the thoughts, words and
interactions of characters. (COMPREHENSION)

• SYNTHESIS Level

Elaborate on Cassies experiences that cause her
to become wiser, yet scared and disillusioned.
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(No Transcript)
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STORY PATTERN
This Character
Wanted to
But
So
Graphic Organizers by Kris Flynn 1995, Creative
Teaching Press, Inc., Cyrpress, CA 90630
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The Taxonomy

• EVALUATION Level

• Ability to judge value for purpose

• Based on criteria

• Resolving controversies or differences of opinion

• Support judgment with reason

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Roll of Thunder, Hear My Cry
Indicator 1. Describe the thoughts, words and
interactions of characters. (COMPREHENSION)

• EVALUATION Level

Compare the personal traits of six characters
portrayed in the novel to the characters
portrayed in the movie.
Support your opinions with descriptive examples
cited in the novel.
Based on what you know, how would you disprove
the following statement Movies reveal more
thoughts, words, and interactions of characters
than novels.
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(No Transcript)
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Benjamins Bloom-ing Flip Chart

• Useful tool for developing differentiated lessons
  for students in your classroom with varied
  abilities

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The End

• Thank You.
• Have a Great Day!
• Marina, Michelle Peg

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Benjamins Blooming Flip Chart       Ro
oted in the Academic Content Standards   Printed
by the TCHESC