Ben Zalewski

From KNILT

Return to: ETAP 623 Fall 2019 (Zhang) | Course Overview-Blooms Taxonomy

Unit One Blooms Taxonomy in Social Studies

Unit Two Blooms Taxonomy in Social Studies

Unit Three Blooms Taxonomy in Social Studies

Unit Four Blooms Taxonomy in Social Studies

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About Me

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Hi everyone! My name is Ben Zalewski and I currently work as a Social Studies teacher in the Whitesboro Central School District. I teach Global 9,Advanced Placement Psychology and Global AIS. I have my Bachelor’s in Adolescent Education in Social Studies from SUNY Oswego and I am currently working on completing my Master’s degree in the CDIT program here at Albany.

My Topic and Purpose

The focus of this mini-course is designed to help prospective teaching learn and understand Blooms Taxonomy through a social studies lens. This would serve two purposes one the conceptual idea of better understanding Blooms in the social studies community. This mini-course will explain, define and analyze each rung of Blooms while relating each to a different social studies classroom skill. This will provide prospective social studies teachers with a model of how to use and introduce different questions and learning styles into the classroom. The following questions will direct the design and learning outcomes within the mini-course

  • What is Blooms Taxonomy?
  • How is Blooms relevant within a social studies classroom?
  • How do the different rungs lead to different assignments and learning experience for students?

Learning Outcomes

Bloom's Taxonomy

Upon the completion of this mini-course students and perspective teachers will be able to

  • Define and explain each stage of Blooms Taxonomy
  • Understand how to apply Blooms it into a social studies classroom
  • Create assignments that require and hone higher-level thinking abilities
  • Identify strategies that will reach all students by both challenging and informing their learning

Needs Assessment

1) Intent: While it is a part of this mini-course participants should not leave this with simply and understanding of what each tier means in the educational community. This mini-course sets out to show the participants what learning activities look like that are associated with each tier along with teaching strategies that can accompany these activities.

2) Learning goals: Participants should be able to effectively integrate Bloom based teaching strategies into their classroom by taking and expanding upon the activities they complete in the individual modules.

3) Participants: Those participating in this mini-course will be prospective social studies teachers of somewhat varying backgrounds and experience levels. It is to be assumed that most participants will still be apart of a teacher-training program whether during their undergrad or graduate level work. Most will have little to no experience in a classroom and the focus will be on demonstrating how Blooms can transition from the theory they have read about into the classroom where they will soon find themselves. This lack of classroom experience may allow for times either difficulty or unrealistic expectations when it comes to the creation of original content.

4) Intended Setting: This mini-course is designed to take place at the collegiate level for preprofessional educators concentrating on social studies. Those involved may participate at either the graduate or undergraduate level depending on when they begin their educational career preparation.

5) Instructional content: The different modules will be based around the different tier, some of the lower tiers will be combined so more focus can be paid to the higher tiers within the pyramid. There will be a short explanation of what each tier means and how it may look within the classroom, there will likely be mention of educational theory, teaching strategies and conceptual ideas to focus on. Participants will then be asked to complete activities that fall under the different tiers, and in some cases they may be asked to reflect on the work they have completed. Participants will see sample work and assessments that they can then use as framework as the mini-course continues and shifts to a more hands own approach from those participating. As the mini-course continues just as the higher tiers of Blooms emphasis student independence this mini-course will do much of the same as ask for more on the creation side of the participants. This mini-course will focus on incorporating spiral learning strategies, student lead learning and project-based learning as ways in which participants can better incorporate what they have learned into their own classroom.

Analysis of the Learner and Context

The Learners

Those involved in the class will be preservice teachers who are pursuing either their undergraduate or masters degree likely in New York State, but the course could be used and adapted for any state or region. The learners will be exclusively social studies teachers as the focus of the course will be teaching methods to integrate Blooms into a social studies classroom. Learners will have a variety of classroom experience and content knowledge that the course will attempt to expand and develop further into real world applicable skills.

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Learner Analysis

Learners will have a variety of skills and it will be assumed that the learners have little to no understanding or prior knowledge pertaining to Blooms Taxonomy. It is presumed that the learners will have background knowledge in social studies while at the same time having varying classroom experience. Due to this lack of classroom experience the learning will be geared toward developing real world skills and creating an understanding of how to apply the different rungs of the hierarchy into different learning units. Due to the preconceptions and biases from their own learning, an emphasis will be placed on educational research and limiting assumptions and replacing them with studied and reviewed teaching strategies. Blooms will allow for a foundation of skills to be developed and honed which are critical building blocks for the learns to take and apply to their own classroom and their future students.

Context for Instruction

Learners will participate though journal articles, handouts, videos and individually based activities in which real world applicable tools will be taught and assessed. Learners will be asked to read and interpret texts that explain the latest educational theory and ways that Blooms can and should be integrated into the classroom. Learners will watch videos and discuss in a collaborative manner the key points and ideas they develop according to the speakers theories. Those involved in instruction will also be asked to create social studies based activities according to the level of Blooms that we are examining in that module. By creating content that can be used in a future classroom learners will also be simulating what they will eventually doing in their own classroom and in turn this is teaching them how to most effectively create activities and work for their future students. These stepping stone skills that are being developed are the building blocks upon what will one day become a highly-effective teacher who now better understands educational theory and approaches to better the learning experience of their students.

Performance-Based Objectives

This course sets out to teach students the importance of Blooms Taxonomy and ways in which they can integrate Blooms objectives into a social studies classroom. After completing this mini-course students will have developed a number of new skills that they will carry with them into a classroom in the future. Upon completion students will be able to:

  • Define and explain each rung of Blooms Taxonomy
  • Interpret & analyze the different levels using examples from social studies working toward the integration in a social studies classroom
  • Create lessons and activities centered around effective Blooms practices based in the social studies curriculum
  • Design assessment tasks that can evaluate student learning at each level of Blooms Taxonomy

Task Analysis

Unit One Blooms Taxonomy in Social Studies

  • Participants will examine Blooms Taxonomy through digital media and traditional scholarly works
  • Participants will provide examples of work that they find fits the bottom two rungs of Blooms Taxonomy
  • Participants will explain the role remembering & understanding play in educational assessments

Unit Two Blooms Taxonomy in Social Studies

  • Participants will analyze a series of formal and informal assessment tools
  • Participants will use information in new ways focused on analytical tasks for their students

Unit Three Blooms Taxonomy in Social Studies

  • Participants will develop assessment tools that focus on student created work
  • Participants will develop peer evaluating strategies that allow for students to have a role in assessment practices

Unit Four Blooms Taxonomy in Social Studies

  • Participants will create a social studies unit that uses the strategies learned, developed and honed in this mini-course

Curriculum Map

File:Curr Map.pdf