Bloom’s Taxonomy

ASSIGNMENT: Please use the template below to design and plan a student-centered lesson and please CLEARLY LABEL each required component of the lesson shown in bold and underlined font below. If you don’t highlight or underline the required component of the lesson, I will be unable to determine if you understand and are correctly applying and integrating the required instructional methods and evidence-based practices into your lesson planning.
In this lesson plan, you will design and highlight, use a different color font, and/or underline to CLEARLY LABEL each of the assignment’s requirements and to show how and where each component is integrated into learning activities
• If labels are not present, it is not possible to assess your understanding of the instructional method, and no points will be earned.
• Each learning activity/required component is worth up to 20 points.

CLEARLY LABEL where and how:
• Learning activities will:
o Either ascend the DOK and take students from Level 1 to Levels 2 and 3 (Level 4 if your students are ready),
and/or
•
o Utilize Bloom’s Taxonomy – taking students from lower to higher level thinking skills, simple to complex, or concrete to abstract.
• Engage students in Cooperative Learning activities by using Kagan Strategies,
• Engage students in practicing verbal communication skills through Academic Discourse
o Students will use academic language and academic vocabulary to deepen their understanding of the content,
• Engage students in using technology to increase engagement and reinforce their knowledge and understanding of the content.
o If you do not have access to computers, tablets, mobile devices, etc., in your classroom, design a learning activity that can be done in the school’s computer lab.
• Engage students in whole-body Kinesthetic Learning, getting movement and a break from seat work while still engaging the content.

TOOLS EDUCATORS USE TO ASCEND DOK AND BLOOM’S TAXONOMY:
This lesson’s Learning Activities will not only ascend DOK and/or Bloom’s Taxonomy but will do so by integrating the following evidence-based practices and instructional methods:
• GIVE STUDENTS A BREAK FROM SEAT WORK: Students need a break from seat work and need to get up out of their desks and get some movement every 15-20 minutes. Additionally, many students with exceptionalities, NEED to get some movement to help them ‘get the wiggles’ out.
o At least one of the learning activities in this lesson will be a KINESTHETIC LEARNING ACTIVITY in which students engage the content kinesthetic with their whole bodies.
o This gives students a break from seatwork while keeping them engaged and immersed in the content.
• At least one of the learning activities will integrate COOPERATIVE LEARNING, to get students working together, practicing interpersonal and group interaction skills, and learning how to work with others.
• At least one learning activity will have STUDENTS USING ACADEMIC LANGUAGE AND REINFORCING ACADEMIC VOCABULARY THROUGH STUDENT ACADEMIC DISCOURSE, to deepen their understanding of content, and finally,
• At least one of the learning activities must INTEGRATE TECHNOLOGY into the lesson,
o This means students are using technology to increase their engagement and understanding of content, while simultaneously learning technology skills.

More details/info on Integrating Technology into the Lesson: Design the technology component to encourage deep student engagement with the content. Students will be using technology to create a work product that demonstrates his/her understanding and proficiency with the content while you are simultaneously teaching, and they are learning technology skills.