Improving Schools,
Challenging Students, and
Changing Communities
Poplar Schools
Poplar, Montana
August,2013
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Application Model
1.
2.
3.
4.
Knowledge in one discipline
Application within discipline
Application across disciplines
Application to real-world
predictable situations
5. Application to real-world
unpredictable situations
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Knowledge Taxonomy
1.
2.
3.
4.
5.
6.
Awareness
Comprehension
Application
Analysis
Synthesis
Evaluation
Levels
Bloom’s
6
5
4
3
2
1
C
D
A
B
1
2
3
Application
4 5
Rigor/Relevance Framework
Bloom’s
6
5
4
3
2
1
College
Ready
Career Ready
Test
1
2
CTE/ Jobs
3
Application
4 5
Quad D
Skills and Knowledge
•
•
•
•
•
Decision Making
Innovation/Creativity
Goal Setting/Results Driven
Multi Tasking
Work with others
•6
•7
Recommendations
•
•
•
•
•
Culture Trumps Strategy
Literacy Across the Curriculum
Rigor/Relevance
Focused and Sustained
System wide
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Steps to Success
1. Develop Time and Content Grids.
2. Examine your data and develop a grid of
results – know your student data.
3. Develop Alignment to Common Core
Standards.
4. Student Expertise – relevance and rigor
of student work.
5. Higher Order Thinking Skills
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Content Knowledge
PURPOSE
STRUCTURE
PATTERNS
PROCESS
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Purpose
Language Arts: To communicate
Social Studies: Identifying patterns of
people and governments over time.
Math: Assigning order and value to the
universe.
Chemistry: Bonding
Algebra: Solving for the unknown.
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Purpose
• Geometry: Using logic to order and
assign values to form and space.
• Physics: Using matter and energy
through math applications.
• Earth science: Identifying and predicting
physical phenomena.
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Most Commonly used Prefixes [9]
Prefix- a word part that can be added to the beginning of a root or base word that changes the meaning of a
root or base word
anti = against
auto = self
bi = two
circum = around
co, con, com = with
contra = against
de = opposite
dis = reverse/opposite
e, ex = out
en, em = cause to
in, im, il, ir = not
inter = between
macro = large
micro = small
mid = middle
mis = wrongly
mono = one
non = not
poly = many
post = after
pre = before
re = back/again
semi = partly
sub = under
super = above
syn = same time
trans = across
tri = three
un = not
uni = one
1.1.A Supporting Standard
© Educational Epiphany
www.educationalepiphany.com
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Most Commonly used Root Words [9]
Root- a word part to which affixes (prefixes and suffixes) may be added to create related words
audi = hear
auto = self
bene = good
bio = life
chrono = time
cred = believe
dict = say
duc = lead
fid = truth, faith
flex = bend
gen = give birth
geo = earth
graph = write
greg = group
jur, jus = law
log = thought
luc = light
man = hand
mand = order
mis, mit = send
omni = all
path = feel
phil = love
phon = sound
photo = light
port = carry
scrib = write
sens, sent = feel
spec, spect, spic = look
tele = far off
terr = earth
vac = empty
vid, vis = see
1.1.A Supporting Standard
© Educational Epiphany
www.educationalepiphany.com
410-258-6443
14
Most Commonly used Root Words [9]
Root- a word part to which affixes (prefixes and suffixes) may be added to create related words
audi = hear
auto = self
bene = good
bio = life
chrono = time
cred = believe
dict = say
duc = lead
fid = truth, faith
flex = bend
gen = give birth
geo = earth
graph = write
greg = group
jur, jus = law
log = thought
luc = light
man = hand
mand = order
mis, mit = send
omni = all
path = feel
phil = love
phon = sound
photo = light
port = carry
scrib = write
sens, sent = feel
spec, spect, spic = look
tele = far off
terr = earth
vac = empty
vid, vis = see
1.1.A Supporting Standard
© Educational Epiphany
www.educationalepiphany.com
410-258-6443
15
Cognitive Level
I
N
C
R
E
A
S
I
N
G
C
O
M
P
L
E
X
I
T
Y
Starter Verbs
match
list
write
recite
identify
find
group
say
tell
name
locate
UNDERSTANDING
explain
change
reword
restate
outline
translate
extend
summarize
reorganize
APPLICATION
apply
try
make use of
solve
employ
use
demonstrate
construct using
ANALYSIS
analyze
separate
inspect
identify parts
sort
examine
classify
discover
reduce
compare
CREATING
make
develop
compose
create
originate
invent
devise
produce
design
EVALUATION
evaluate
award
grade
recommend
decide
rate
assess
choose
rank
judge
put in order
REMEMBERING
Student Expected to …
Learn specific facts, vocabulary,
and ideas, and reiterate them in
similar form.
Communicate knowledge and
interpret previous learning.
Use learned knowledge, rules,
ideas, and methods in new
situations.
Take apart or break down a thing
or idea into its parts, and perceive
the interrelationships.
Use elements or ideas in new and
original patterns and
relationships.
Make decisions or judgments
based on chosen criteria or
standards.
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Thinking at Its Best
Level of Thinking
Preschool–Kindergarten
Verbs
Primary Verbs
Intermediate Verbs
REMEMBERING
Remembering
remembering, show, tell me, list,
match, describe, name, repeat,
locate
match, describe, choose,
remember, know
tell, describe, name, recall,
identify, recognize,
memorize, reproduce, label
UNDERSTANDING
Understanding
show, find, change, tell what it is
about, describe, give examples
explain, review, summarize,
describe, change, give the
main idea
explain, summarize,
interpret, restate, translate,
give the main idea, give
examples, convert
APPLICATION
Using what you know
in a new situation
use, dress up, solve, collect, act
out, put in order, paint
show, report, draw, collect,
paint, give examples, put in
order, use, act out
solve, put in order, practice,
demonstrate, prepare,
report, act out, construct,
relate
examine, arrange, compare,
categorize
examine, categorize, test,
separate, solve, chart,
compare and show how
things are alike/different
compare/contrast, survey,
classify, investigate,
distinguish, calculate,
research, diagram
CREATING
Putting it together
in a new way
improve, make up, imagine,
pretend, suppose, create, invent
create, invent, imagine,
pretend, predict, construct,
design, improve, compose
imagine, create, predict,
improve, pretend, invent,
suppose, modify, change,
hypothesize
EVALUATION
Judging the value
of information
decide, choose, tell why, prove
judge, argue, select/choose,
decide, prove, rate,
measure, recommend,
grade
debate, solve, justify,
recommend, appraise,
validate, measure,
estimate, evaluate
ANALYSIS
Taking it apart
Developed by Falcon Elementary, Colorado
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Questioning for Quality Thinking
REMEMBERING Identification and recall of information
Who, what, when, where, how____________________?
Describe ______________________________________.
UNDERSTANDING Organization and selection of facts and ideas
Retell __________________________ in your own words.
What is the main idea of __________________________?
APPLICATION Use of facts, rules, principles
How is _____________ an example of _____________?
How is _____________ related to __________________?
How does ________ compare/contrast with __________?
Source: Division of Instruction, Maryland State Department of Education
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Questioning for Quality Thinking
ANALYSIS Separation of a whole into component parts
What are the parts or features of ____________________?
Classify _________ according to ___________________.
How does ________ compare/contrast with __________?
CREATING Combination of ideas to form a new whole
What would you predict/infer from __________________?
What ideas would you add to ______________________?
How would you create/design a new ________________?
What would happen if you combined ______ and ______?
Source: Division of Instruction, Maryland State Department of Education
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Questioning for Quality Thinking
EVALUATION Development of opinions, judgments, or decisions
Do you agree with _______________________________?
What do you think about __________________________?
What is the most important ________________________?
Prioritize __________ according to _________________.
How would you decide about ______________________?
What criteria would you use to assess _______________?
Source: Division of Instruction, Maryland State Department of Education
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Source: Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center for Educational Research, University of Wisconsin.
Cognitive Rigor Matrix
This matrix from the Smarter Balanced Content Specifications for ELA draws from both Bloom’s (revised)
Taxonomy of Educational Objectives and Webb’s Depth-of-Knowledge Levels below.
Relationships
Wisdom
Hope
Courage
Respect
Justice
Responsibility
Compassion
Integrity
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School Improvement
• Career and Technical Preparation
• Content
• Rigor
• Pedagogy
• Relationships
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