Spotlight
on our
VOCABULARY
What we say matters!
Common Core State Standards
Heidy LaFleur
John W. Garvy School
OBJECTIVES
o I will be able to REMEMBER how Bloom’s plays a
huge role in the CCSS.
o I will be able to UNDERSTAND by providing oral or
written proof that the vocabulary of Bloom’s is
integrated into the CCSS.
o I will be able to APPLY Bloom’s when I return to my
classroom.
o I will be able to ANALYZE the verbs of Bloom’s and
use them regularly during my lessons.
o I will be able to PLAN my lessons incorporating
Bloom’s vocabulary into my everyday teaching.
Bloom’s Taxonomy
& the
Common Core State Standards
Remembering
KNOWLEDGE
Understanding
COMPREHENSION
Creating
EVALUATION
TEACHER
PARENT
STUDENT
Applying
APPLICATION
Evaluating
SYNTHESIS
Analyzing
ANALYSIS
How can I make a difference?
The vocabulary you use everyday in your classroom will determine
your expectations.
If you expect students to:
 RECALL knowledge, they will
SUMMARIZE knowledge, they will
Use a PROCEDURE, they will
JUDGE their knowledge, they will
DESIGN using their knowledge, they will
QUIZ
1. Name the principal of your school.
2. What is the mascot of your school?
3. List the janitorial staff members.
4. Who did the principal choose as
his/her clerk.
5. Define the term school.
REVISED QUIZ
o 1. Give and justify your opinion of the principal at your
school.
o 2. If you could choose a mascot of your school, what would it
be and why? Prepare an argument as to why your mascot is
best. Debate with a friend.
o 3. Using the list of janitorial staff members, state an
argument with specific evidence as to which janitor does
his/her job best.
o 4. Observe the clerk at your school. Write an article
justifying why the principal may have hired him/her. Plan an
interview with the principal in order to share your findings.
o 5. Design a city in which school never existed. Create
fictional characters and determine their point of view, bias,
and intent on living in a city that provides no schooling.
Generate a hypothesis for the possibility of success in the city.
LET’S PLOT QUIZ 1
Hess’ Cognitive Matrix
Applying Webb’s Depth of Knowledge Levels to Bloom’s Cognitive Process Dimensions
Revised
Bloom’s
Remember
Webb’s DOK Webb’s DOK
Level 1
Level 2
Webb’s DOK
Level 3
Webb’s DOK
Level 4
Recall &
Reproduction
Strategic
Thinking/Reasoning
Extended
Thinking
Skills &
Concepts
XXXX
#1,2, 3, 4,5
Understand
Apply
Analyze
Evaluate
Create
recall and
remember
LET’S PLOT QUIZ 2
Hess’ Cognitive Matrix
Applying Webb’s Depth of Knowledge Levels to Bloom’s Cognitive Process Dimensions
Revised
Bloom’s
Remember
Understand
Webb’s DOK Webb’s DOK
Level 1
Level 2
Webb’s DOK
Level 3
Webb’s DOK
Level 4
Recall &
Reproduction
Strategic
Thinking/Reasoning
Extended
Thinking
Skills &
Concepts
Expectation and
Questioning will extend
into critical thinking
X#2
Apply
X#4
Analyze
X#4
X#2,5
Evaluate
X#2,3
X#1
Create
X#5
Higher order
questioning will
increase the
quality of your
instruction AND
WILL THEREFORE
INCREASE THE RIGOR.
Give me some tools so I can plan!
o
o
o
o
Hess’ Cognitive Rigor Matrix (ELA/Math& Sci)
Blank Matrix for self-reflection
Bloom’s Revised Taxonomy
Bloom’s Question Starters & Potential Activities
Next Steps…
When planning, incorporate some of Bloom’s verbs.
Challenge those who are ready to demonstrate critical
thinking by giving them projects in the analyze,
evaluate and create fields of the taxonomy.
Ask higher order questions daily.