Module: Communication Across the Day for Complex Learners using AAC - Micro Lesson: Bloom's Taxonomy
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04/22/2025
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Micro Lesson: Bloom's Taxonomy
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- [00:00:00.000]last thing here and this is just another special education administrator thing
- [00:00:14.100]we just kind of talked about this but this last example is going through like bloom's taxonomy
- [00:00:19.360]and still gets at our learners can do more than regurgitate and remember information and so there
- [00:00:27.840]is just this slide is just about the the landmark andrew f case that says our ieps have to be
- [00:00:34.140]appropriately ambitious for kids to make progress which is a big reason we've looked at what we have
- [00:00:39.500]today i hope that i don't ever see iep goals that in 36 instructional weeks the student will greet
- [00:00:47.240]people like that is not ambitious that's not functional and it gets boring it gets boring
- [00:00:53.560]so um and then the thing on the right is just from john hattie's work if you're
- [00:00:57.640]familiar with that about what factors influence achievement in students the most
- [00:01:02.660]and the second one here is teacher estimates of achievement so what are our high beliefs
- [00:01:08.200]what are our high expectations for students um is second only to making sure we have well-trained
- [00:01:15.320]qualified teachers so um this last example um is about hatchet and if you aren't familiar with
- [00:01:22.700]hatchet um brian's 13 he's going um to canada to spend
- [00:01:27.440]the summer with his dad the pilot has a heart attack and dies he crashes he's in the woods
- [00:01:32.420]um he's stranded he has to find a way to survive um using the hatchet that his mom gave him um but
- [00:01:39.180]you know there's a big secret in the story and the secret is that brian's mom is having an affair
- [00:01:43.380]so that's like the the really quick summary of a long book this is also where we link out to tar
- [00:01:50.340]heel reader um oh oh no it's totally different okay
- [00:01:57.240]i don't know tar hill is closed and so they've gone to monarch bridges it's still there it just
- [00:02:04.080]is looks a little different now but this is the new tar hill reader okay i'll have to change my
- [00:02:09.760]link on that thank you yeah so it allows you to find shorter versions adapted versions or write
- [00:02:17.220]so if you have a grade level book that a lot of the peers are reading you can use monarch
- [00:02:27.040]reader to either find a simplified version of that at the appropriate reading level
- [00:02:32.680]or make your own and so when we think way back to when we were
- [00:02:37.920]in school, there are many different levels of taxonomy when we're talking about learning.
- [00:02:43.540]So remembering this bottom purple is one of the easiest levels of showing our learning. And it's
- [00:02:51.760]the one that we often find ourselves trapped into. And we want to get away from always just asking
- [00:02:57.560]our kids remembering questions. So just some examples on how that might look if you were
- [00:03:03.760]reading hatchet, for example. So you do want to make sure that they can recall that information.
- [00:03:08.200]How was Brian traveling? Where was he going? What does it mean to gorge? But we can also ask
- [00:03:13.860]questions that test for understanding. Retell how Brian survived by himself. So we might be using a
- [00:03:20.680]timeline and having them give us key words or key concepts. Applying. What are three things you would
- [00:03:27.780]want if you were stranded? Why? So there we are asking pronouns. We're asking for what would you
- [00:03:33.520]want? Why would you want it? So maybe they give you a noun and they say eat, hunt, drink, something
- [00:03:39.860]like that. Analyzing. Something like comparing and contrasting. Here's a great use for our Venn
- [00:03:46.440]diagram. Compare and contrast how he lived in the city and how he lived in the wilderness.
- [00:03:50.700]Evaluating. So make a judgment. Look at the facts and make a judgment.
- [00:03:57.160]If you were Brian, would you tell your dad the secret? Why or why not?
- [00:04:03.280]And finally, creating. Write the ending of the story as if you were the man who rescued Brian.
- [00:04:07.700]And so these were these are all questions that we can use.
- [00:04:11.480]We can get answers from our core vocabulary, from the things we've taught.
- [00:04:15.580]But we are asking our students to do more than just regurgitate or or remember information.
- [00:04:21.780]There's a fun activity with that, too, but we don't have time to do that.
- [00:04:29.480]So to end on to end on this quote.
- [00:04:33.140]Great teachers have high expectations for their students, but higher expectations for themselves.
- [00:04:38.260]So we know that you are all here today because you care about this.
- [00:04:42.800]There are students in your lives you care about and that you have high expectations and you want to see them achieve and meet those high expectations.
- [00:04:50.800]So thank you for being here.
- [00:04:54.720]Megan, what else would you like to say?
- [00:04:57.740]Yeah, thank you guys so much.
- [00:05:00.880]Thank you.
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