How to use Revised Bloom

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How to use Revised Blooms Taxonomy and Gardners
Multiple Intelligences to Differentiate Activities

• Summer 2008
• Wendy Carpenter
• Science Instructional Facilitator
• wcarpenter_at_dpi.state.nc.us

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Differentiation is a two-step process

• Analyze the degree of challenge and variety in
  your current instructional plans.

• Modify, adapt, or design new approaches to
  instruction in response to students needs,
  interests, and learning preferences.

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Differentiation of Instruction

• Teachers can differentiate products.
• Products may be tangible, verbal and may have
  actions.
• Products reflect what students have understood
  and been able to apply.
• Products show learning in use and may reveal new
  thinking or ideas.

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How do you discover students learning
styles in order to differentiate for them?
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Gardners Multiple Intelligences

• There are 8 intelligences/8 different ways of
  learning and thinking and each person has
  relative strengths and limitations

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Gardners Multiple Intelligences
Visual/Spatial Picture It
Bodily/Kinesthetic Move It
Interpersonal Lead It
Verbal/Linguistic Say It
Intrapersonal Reflect On It
Naturalist Investigate It
Logical/Mathematical Count It
Musical Hum It
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Gardners Multiple Intelligences

• Verbal/Linguistic List 1
• Logical/Mathematical List 2
• Visual/Spatial List 3
• Bodily/Kinesthetic List 4
• Musical List 5
• Interpersonal List 6
• Intrapersonal List 7
• Naturalist List 8

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Revised Blooms Taxonomy

• 6 Levels of thinking from simple to complex
• Use verbs to develop and categorize activities at
  each level

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Generalizing, Planning, Producing
Generate a hypothesis
Checking, Critiquing
scientific conclusions
Differentiating, Organizing, Attributing
identifying parts of an experiment
Executing, Implementing
Graphing applying math
Interpreting, Exemplifying, Classifying,
Summarizing, Comparing, Explaining
Journal writing
Recognition, Recalling
Facts
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Can the student GENERATE new products, ideas or
ways of viewing things?
Can the student JUSTIFY a decision or course of
action?
Can the student DIFFERENTIATE between constituent
parts?
Can the student USE the new knowledge in another
familiar situation?
Can the student EXPLAIN ideas or concepts?
Can the student RECALL information?
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MI/RBT Student Success

• All students can Shine!
• All students can focus on the same objective but
  at different (high or low) levels of thinking and
  different ways of learning so everyone achieves
  success.

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NOW ITS YOUR TURN!
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An integrated approach Gardner and
BloomMatrix

• Planning across six levels of thinking (Bloom)
  and eight different ways of knowing and
  understanding the world (Gardner)
• Assist in achieving a balanced program of
  activities that focuses on students abilities
  and interests
• Take the What Is fill in Whats Missing
• Every space on the matrix doesnt have to be
  filled

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REFERENCES

• Heacox, Diane, Ed.D. (2002). Differentiating
  Instruction in the Regular Classroom How to
  Reach and Teach All Learners, Grades 3-12.
• Noble, T. (2002). Integrating Gardners Multiple
  Intelligences Theory with a Revised Blooms
  Taxonomy A new model for school reform?
  Doctoral dissertation, University of Sydney.
• Tomlinson, Carol Anne. (1999). The
  Differentiated Classroom Responding to the
  Needs of all Learners.
• Review
  Hand-outs

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Comments/Questions?