Bloom’s in the A2 English Classroom

Argue Challenge (Require personal inferences – creativity)IlluminationPerceptivenessDescribeReflectExploreEvaluateJudgeJustifyJudicious selection of…ShowApplyExplain

I teach a specific glossary of key words for students to understand the meaning of and apply to coursework and exam answers. These are in the language of the exam or mark schemes they are assessed by effectively decoding the language of the examiner. I explain how high grades are linked to high order thinking skills.. (I have colour coded them to match the Taxonomy picture).

Using this to differentiateArgue Challenge (Require personal inferences – creativity)IlluminationPerceptivenessDescribeReflectExploreEvaluateJudgeJustifyJudicious selection of…ShowApplyExplain

This becomes differentiation when students specifically tackle a level that is linked to prior achievement

This could either be self selection.

They analyse an existing piece of the their work and identify the level they are working at. They then target the next level

Or based Decided by the teacher

Or the teacher specifies the next level for the student to tackle, based on the teachers assessment

Using this to differentiateArgue Challenge (Require personal inferences – creativity)IlluminationPerceptivenessDescribeReflectExploreEvaluateJudgeJustifyJudicious selection of…ShowApplyExplain

It is essential that students recognise that there is progression up the list

Benefits of this approach•The way that we improve our language is by being

exposed to language that is just beyond our own•Students are challenged to achieve at a higher level

and stretched•Students don’t attempt to work at a level that is

beyond their current skill level as this can result work that is incoherent