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Bloom's Toxonomy Verbs

Use verbs otigned to Bloom's Toxonomy to creste discussion guestions and lesson plonsthat ensure your students' thinking Progresses fo higher levels.

KnowledgeCount ReadDef ine RecollDescribe ReciteDrow RecordEnumerate ReproduceFind SelectIdentify SeguencaLobel StoteList TelllAotch ViewNome WriteQuoie

AnalvzeBreok down FocusCharocterize Illustrote

ClossifyCiteConcludaConvertDescribeDiscussEstimateExploin

InterpreiLocote

ParophrosePredictReportRestoteSummoriza

Comprehend AoolyAcfAdminister

CriticizeCritigueDecideDefendEvoluote

Moke sensa of Articulcte

ImitotefmplementfntarviewIncludefnformInstructPaint

RoteRaframeSelectSupport

9eneralize Troce6ive examples UnderstondIllustrote

Synthesize

AssassChargeChartChooseCollect PorticiPoteCompute PredictConstruct ?repareContribute ProduceControl ProvideDamonstrate RelateDefermine ReportDevelop SelectDiscover ShowDrarnatize SolveDraw TronsferEstablish UseExtend Utilize

EvaluqteApproise InterpretArgue JudgeAssess JustifyChoose PredictCompore & Prioritize

Contrast ProveConclude Rqnk

ClossifyComporeControstCorceloleDebateDeduceDiogrcm

DiscriminoteDistinguishExomine

fnferLimitOutlinePoint outPrioritizeRecognizeReseorch

SepcroteSubdivide

Differentiote Relote

AdoptAnticipcteCalegorizeCollaborateCombineCommunicoteComporeCompileComposeConstructContrastCrealzDesignDavelopDeviseExpressFocilitateFormulateOenerateIncorporateIndividualizeInitiote

IntegroteInterveneInventiAoke upModelModifyNegotiateOrgonizePerformPlsnPretendProduceProgressProposeReorrongeReconstructReorgonizaReviseRewriteStructureSubstituteValidste

Bloomts Verbsand Matching Assessment Types

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Remember that your verbs need to be seeable/measurable.N o knewlkn ows, u nde rstood/u nd ersta nd s, usedluses, or d emon stratedldemo nstrates.

solutionquestionlistprojectdramapaintingsculpture

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parts of propagandaquestionnaireargumentword defined

dramaskitcarloonstorytape recording

msdelconclusionimplication based on ideacasual relationshipssurnmary

analogyoutlinecompare

explaindefenddistinguishsummarizeinten*lateinterpretextend

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paraphraser€writegive exemplesxpressillu*trate

mapprojectforecastdiagramillustrationpaper that follows an outline

rnagazine articlestefevision showsradio

eventspeopl*recardingsnawspapers

standard comparedstandard establishedgroup discussion

Comprehension

Synthesis

organrzegeneralizedramaiize

prepareproducechaosesketchtext reading*

film#videosplaysfilmstrips

judgerelateconclusion weigh

self-evaluation comparerecommendationvaluing

court irialsurveyevaluation

Knowledga

Evaluationcriticizesupportavaluaterecommendsummarizeappraiseconsidercritique

Application

Analysis

plancreateinventorganize

playbookquestionformulation of hypothesis

applysolveshowpaint

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compose designoriginate cornbinehypothesize rotre playdeverop ;ffi*y

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Using Data to lnformDecision-Making

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Using Data to lnform Decision-Making

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Objectives. Various Benchmark Reports

skllls AnalyslsSfandards MasteryItem,1161y.1.. OverviewoftheRigorand Relevance Framework. Deflne Rigor. Define Relevance. Differentiated Between the 4 euadrants. Determine the Quadrants of Various Activities,

Questionlng, and product

Benchma rk Assess ment R6ports

Shndardi M.5tcry

Data Wise Model

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Building the Bridge Between Data,Results, and Student Achievement

How do we get to increasedacademic achievement?

lncreased AcademicRIGOR.

What is Rigor?

. Rigor refers to academic rigor - learning inwhich students demonstrate a thorough, in-depth mastery of challenglng tasks to developcognitive skills through reflective though!analysis, problem sofuing, evaluation, orcreativity.

. Rigorr means framing lessons at the high endof the Knowledge Taxonomy (Blooms).

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Rigor and Relevance Framework

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What is Relevance?

Relevance is how a student applies theirlearning to solve real-world problems

Teaching Relevant Lessons

Connect Learning to: Use the Real World. Student's life . Real-world materials. Family life . lnternet resources. Student's community . VIde and othermediaand friends . Scenarios, real-life. World, nation, state, or storlescurrent events . News - periodicals,. World of work visual media. World of service . Moral, ethical, political,. World of business and and cultural points ofcommerce. views and dilemmas

Adding Relevancy to Any LearningRelate Learning to ... Use Real World Examples. Student's llfe . Moral, ethlcal, polltical,. Sports,Arts,Hobbies culturalpointsofviewand' Family's llfe dllemmas. Student's community and . Realworld materlals

friends . lnternet resources. Ourworld, nation, state . Vldeo and other medla. World of work/servlce . Scenarios, real llfestories. World of business that we . News - perlodlcals, mediainteract wlth

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Rigorous and RelevantFramework...

A UsefulToolto Design

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Rigorous Instructional Planning

Teacher Behavior Student Behavior1. Teacher asks students to coPy a 1. Students wotkdlone to copy

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2. Teacher follows a student's low-level 2, sloce dny student nay b.response with a problnE qucstlon for alled on, all listen carelulty tothe entire class, thEn waits to allow the teochels new question ofidstudentsto proces before calling on formulote possible owe6'a stldent to answeL

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ActivityWhat actions are your students taking today?

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What questions are being asked?

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Student Products by Quadrant

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Selecting Strategies on Rigor/Relevance

Best Strategies for Quadrant A - Acquisition

Guided PracticeLectureMemorization

' Demonstration -TeacherVldeoLiteratureGraPhic Organizer - Notes

Instructional TechnologY - Games

Selecting Strategies on Rigor/Relevance

Best Strategles for Quadrant B - AppllcatlonCooperatfue Learnlng-Group DiscusslonDemonstration - Studentlnstructional Technology - GamesProblem-based LearningProJect DeslgnSimulatlon/Role PlaylngWork-based Learnlng

Setecting Strategies on Rigor/Relevance

Best Strategies for Quadrant C - Assimilation

BrainstormingGroup Discussionslnquirylnstructional Tech nologyResearch - Literature - WritingSocratic SeminarTeacher Questions

Selecting Strategies on Rigor/RelevanceBest Strategies for Quadrant D - Adaptation

Brainstorming Project Design

CooperativeLearning GroupDiscussions

lnqulry - Research Simulation/Role-playing

lnstructionalTechnology SocraticSeminarPresentations/ Exhibitions Teacher QuestionsProblem-basedLearning Work-basedLearningRecognltlon - Rewards lnternships

Rigor and Relevant Assessments

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A Quad D Moment

Quad D Moments are short teaching strategiesused within a daily lesson to increase studentthinking and application lnto Quadrant D ofthe Rigor and Relevance Framework.

In which quadrant would you placethe foi lowing activities?

1.Fill out a job appllcation and prepare a r6sumd.2.Make informed decisions regarding career goalsby accessing information.3.Read, write and comprehend technical manuals.4.Name the planets in the solar system'.5.Be able to make voting decisions.

6. Summarize global impacts of WWll and projectimpacts of lraq war.

7, Contrast exercises by impacts on specific musclegroups.

8. Find the solution to llnear equations andineq ualities.

9. Understand the best procedures for datacollection and display including making estimatesand predictions.

10. Understand nutritjonal requirements and makeappropriate decisions while grocery shopping.

Ways to lncrease Rigor and Relevance

I nterdlsciplinary lnstructionBeading in the Content AreaUse of TechnologyNew Teaching ldeas / StrategiesChallenging AssessmentsProfessional DeveloPmentPeer Teaching Observations / Reviews

Benefits of the Rigor andRelevance Framework

Tool for collaboration and reflectionslnclusiveShift focus to student learninglncreased student engagementFramework for selecting strategies and

assessm ents

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Resourceshtlpr/slalic.odesas.orc/conlerydocumentslM4-Sllde 1t Characterict'cs of a Fioorous C'assroom.odl

hltosr/siles.ooml6.com/a6av.k12.,l.us/oowq,curiculum-lest/ri gotrand{elevance-blooms-resourc6s

QuestionsgSchool District Of PhiladelphiaOffice of School lmprovement and Data Support

DeAnne Wlmbish Mary Coe CollinsDlregtor m@lltns@phll.sd.orE

dwlmblrh@phltard.org 215-400{739215-40&5371

Nihessah Almondfulu Anand njalmond-@phllasd.orgaanand@phflesd-or! 28.40G5751215-400-6368

Dr. Sabriya Jubilee Leslle Maddreyrju bile s@ph Il. rd.org l,na dd.ey@phi l.id.otr

215{00-5336 21s4a0-5927

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