Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other professionals, and community members to ensure learner growth, and to advance the profession. 1st Step of Planning Instruction and Planning Commentary Appendix E Bloom's Taxonomy NEW Version In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologist, led by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. The graphic is a representation of the NEW verbiage associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs to describe the different levels of the taxonomy. Note that the top two levels are essentially exchanged from the Old to the New version. Old Version Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write
restate rewrite summarize translate update Appendix F English Learner Oral Language Questioning Techniques CELDT LEVEL Question Starters Expected Responses 1 – Beginning Point to Find the Match Is this a ? Students use non-verbal communication or single words to … Identify information Retell basic general information Answer literal questions 2 – Early Intermediate Yes/No questions Either/Or questions Literal questions Questions that generate a list of words Students use phrases or simple sentences with minor errors to… Describe using simple vocabulary Retell specific information Ask and answer literal questions 3 – Intermediate Tell me about Talk about What do you think about? Describe Explain Retell Students use simple sentences or more detailed sentences with minor errors to … Describe using sensory details Retell specific information using visual clues 4 – Early Advanced Why? How? Given an example of What is your opinion? Should? Summarize What is the evidence? Students use complex sentences with minor errors to … Describe using general academic vocabulary Retell specific information using idiomatic expressions Ask and answer literal inferential questions 5 - Advanced Using evidence from the text, explain why Using evidence from the text, explain how What are the reasons that? What would happen if? Compare How are these different? How are these the same? Students use complex sentences with minor errors to … Describe using specific academic and/or figurative language Retell specific information with native-like speech Ask and answer literal and inferential questions with native-like speech