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Free website that provides you with powerpoint layouts, layouts related to just about anything

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SlidesCarnival: Free PowerPoint & Google Slides Templates That Stand Out

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Captivate your audience with our collection of professionally-designed PowerPoint and Google Slides templates. Boost your presentations and make a lasting impression!

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A glossary website to help translate from different languages

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

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Flipgrid- A website that you can you to record video for discussions and to interact with other people

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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A reading on African American inventors

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This is a story of a little boy name Theo, who woke up one morning and asked his mother, "Mom, what if there were no Black people in the world?" Well, his mother thought about that for a moment, and then said, "Son, follow me around today and let's just see what it would be like if there were no Black people in the world." Mom said, "Now go get dressed, and we will get started."

Theo ran to his room to put on his clothes and shoes. His mother took one look at him and said, "Theo, where are your shoes? And those clothes are all wrinkled, son. I must iron them." However, when she reached for the ironing board, it was no longer there.

You see Sarah Boone, a black woman, invented the ironing board, and Jan E. Matzelinger, a black man, invented the shoe lasting machine.

"Oh well," she said, "please go and do something to your hair." Theo ran in his room to comb his hair, but the comb was not there. You see, Walter Sammons, a black man, invented the comb.

Theo decided to just brush his hair, but the brush was gone. You see Lydia O. Newman, a black female, invented the brush.

Well, this was a sight: no shoes, wrinkled clothes, hair a mess. Even Mom's hair, without the hair care inventions of Madam C. Walker, well, you get the picture.

Mom told Theo, "Let's do our chores around the house and then take a trip to the grocery store." Theo's job was to sweep the floor. He swept and swept and swept. When he reached for the dustpan, it was not there. You see, Lloyd P. Ray, a black man, invented the dustpan.

So he swept his pile of dirt over in the corner and left it there. He then decided to mop the floor, but the mop was gone. You see, Thomas W. Stewart, a black man, invented the mop. Theo yelled to his Mom, "Mom, I'm not having any luck."

"Well, son," she said, "Let me finish washing these clothes, and we will prepare a list for the grocery store." When the wash finished, she went to place the clothes in the dryer, but it was not there. You see, George T. Samon, a black man, invented the clothes dryer.

Mom asked Theo to go get a pencil and some paper to prepare their list for the market. So, Theo ran for the paper and pencil but noticed the pencil lead was broken. Well, he was out of luck because John Love, a black man, invented the pencil sharpener.

Mom reached for a pen, but it was not there because William Purvis, a black man, invented the fountain pen.

As a matter of fact, Lee Burridge invented the typewriting machine and W. A. Lovette the advanced printing press. Theo and his mother decided just to head out to the market.

Well, when Theo opened the door, he noticed the grass was as high as he was tall. You see, John Burr, a black man, invented the lawn mower. They made their way over to the car and found that it just wouldn't go. You see, Richard Spikes, a black man, invented the automatic gearshift, and Joseph Gammel invented the supercharge system for internal combustion engines. They also noticed that the few cars that were moving were running into each other and having wrecks because there were no traffic signals. You see, Garrett A. Morgan, a black man invented the traffic light.

Well, it was getting late, so they walked to the market, got their groceries, and returned home. Just when they were about to put away the milk, eggs, and butter, they noticed the refrigerator was gone. You see John Standard, a black man, invented the refrigerator. So, they just left the food on the counter.

By this time, Theo noticed he was getting mighty cold. Mom went to turn up the heat, and what do you know? Alice Parker, a black female, invented the heating furnace. Even in the summertime, they would have been out of luck because Frederick Jones, a black man, invented the air conditioner.

It was almost time for Theo's father to arrive home. He usually takes the bus, but there was no bus, because its precursor was the electric trolley, invented by another black man, Elbert R. Robinson.

He usually takes the elevator from his office on the 20th floor, but there was no elevator because Alexander Miles, a black man, invented the elevator.

He also usually dropped off the office mail at a near by mailbox, but it was no longer there because Philip Downing, a black man, invented the letter drop mailbox, and William Barry invented the postmarking and canceling machine.

Theo and his mother sat at the kitchen table with their heads in their hands. When the father arrived, he asked, "Why are you sitting in the dark?" Why? Because Lewis Howard Latimer, a black man, invented the filament within the light bulb.

Theo quickly learned more about what it would be like if there were no black people in the world, especially if he were ever sick and needed blood. Dr. Charles Drew, a black scientist, found a way to preserve and store blood, which led to his starting the world's first blood bank.

Well, what if a family member had to have heart surgery? This would not have been possible without Dr. Daniel Hale Williams, a black doctor, who performed the first open-heart surgery.

So, if you ever wonder, like Theo, where would we be without black people? Well, it's pretty plain to see. We would still be in the DARK!

Click on emeagwali.com for more information.

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This is a story of a little boy name Theo, who woke up one morning and asked his mother, "Mom, what if there were no Black people in the world?" Well, his mother thought about that for a moment, and then said, "Son, follow me around today and let's just see what it would be like if there were no Black people in the world."

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How to create one pagers

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Sponsored by Chill Expeditions and Kiddom

Have you heard the whispers about one-pagers in the online teacher hallways? The concept of a one-pager, in which students share their most important takeaways on a single piece of blank paper, has really taken off recently.

The one-pagers I see on Instagram draw me in like a slice of double chocolate mousse cake. The artistry students bring to representing their texts on a single piece of paper, blending images and ideas in creative color, is almost hypnotizing for me. Perhaps you've had the same experience.

But it's the very beauty of the models that get posted that can drive students and teachers away from the one-pager activity. Sure, it's great for super artistic students, we tend to think, but what about everyone else?

Turns out it CAN be great for everyone. As long as you know how to structure it.

What Is a One-Pager?

Let's backtrack a bit and talk more about what a one-pager is. It's pretty simple, really. Students take what they've learned-from a history textbook, a novel, a poem, a podcast, a Ted Talk, a guest speaker, a film-and put the highlights onto a single piece of paper. AVID first developed this strategy, but now it's widely used in and out of AVID classrooms.

But why is this seemingly simple assignment so powerful?

As students create one-pagers, the information they put down becomes more memorable to them as they mix images and information. According to Allan Paivio's dual coding theory, the brain has two ways of processing: the visual and the verbal. The combination of the two leads to the most powerful results. Students will remember more when they've mixed language and imagery.

Plus, one-pagers provide variety, a way for them to share what they've learned that goes beyond the usual written options. Students tend to surprise themselves with what they come up with, and their work makes for powerful displays of learning. Plus, they're fun to make. Let's not pretend that doesn't matter.

So, assuming you're sold on trying this out, you're probably wondering what exactly goes into a one-pager?

Students might include quotations, ideas, images, analysis, key names and dates, and more. They might use their one-pagers to make connections to their own lives, to art or films, to pop culture, to what they're learning in their other classes. They might even do it all. You'd be amazed at how much can fit on a single piece of paper.

Many teachers create lists of what students should put inside their one-pagers. Knowing they need two quotations, several symbolic images, one key theme, etc., helps guide students in their work.

The Art Problem

When creating one-pagers, artistic students tend to feature more sketches, doodles, icons and lettering. Students wary of art tend to feature more text, and can be reluctant to engage with the visual part of the assignment at all.

It was this issue-the issue of the art-haters-that first drew me into one-pagers two years ago. I had seen some stunning one-pagers posted in my Facebook group, Creative High School English. But the comments that followed were always the same. "That's amazing work! But so many of my students don't like art...."

Those comments struck a chord with me. For years I had dealt with comments from some of my own students about their distaste for artistic materials when I would introduce creative projects. No matter how much I explained that it was the intention behind their choices that mattered, I always got some pushback if there were any artistic elements involved in a project.

Was there a way to tweak the one-pager assignment so every student would feel confident in their success?

Another problem was one of overall design: Though they knew they needed to hit all the requirements their teachers listed, students still seemed to be overwhelmed by that huge blank page. What should go where? Did colored pencils really have to be involved?

A Simple Solution: Templates

As I thought about the problem, I wondered if students would feel less overwhelmed if they knew what needed to go where. If the quotations had to be in the middle, the themes in the upper left, the images across the bottom, etc. I began to play around with the shapes tool in PowerPoint, creating different one-pager templates.

Then I began shaping my requirements, correlating each element with a space on the paper. Maybe the border could be the key quotations. The center would feature an important symbol. The themes could go in circles around the center. I developed a bunch of different templates for varied ways to respond to novels. Then I tried podcasts. Films. Poetry.

As I shared these templates with other teachers, I kept getting the same feedback: "It's working!"

That little bit of creative constraint actually frees students to use their imagination to represent what they have learned on the page without fear. They know what they need to put down, and where, but they are also free to expand and add to the template. To choose their own colors. To bring out what is most important to them through their creativity and artistry. And those super artistic students? They can just flip the template over and use the blank page on the back.

Beyond Novels

There are so many ways to integrate this creative strategy into your classroom. While one-pagers lend themselves beautifully to final assessments after reading independent novels, literature circle selections, or whole class novels, that's really just the beginning.

You can use them to get to know students better, as with a name tent or "about me" one-pager at the beginning of the year. One school used templates to have every student create a one-pager about their own lives, collecting them all into hallway displays as part of a project they called "Tell your Story."

You can also use them to help students focus in on the most important information in nonfiction articles and books. One EFL teacher in Croatia used the templates to have students share key takeaways from articles they read about social media. Not only did students have to analyze the text deeply to figure out what was most important, but the dual-coding theory suggests the process of creating the one-pagers will help them remember the information better.

Another great use for one-pagers is to keep students focused while absorbing media. When students are watching a film, listening to a podcast, or even attending an assembly with a guest speaker, they can be creating one-pagers as they listen, a kind of formalized version of sketchnotes.

Simple Steps for One-Pager Success

Whenever you're considering your options for assessment, throw one-pagers into the mix. The steps below should help you in creating an assignment for which every student has a roadmap to success.

1. Choose the elements you want your students to put onto their one-pagers. For example, quotations, key themes, literary elements, discussion of style, important characters or dates, connections to other disciplines, connections to their lives, connections to modern culture.

2. Create a layout using the shapes tool in PowerPoint or something similar (or grab a free set of templates here or here).

3. Connect your instructions to your layout. Make it clear which elements should go in which area of your template.

4. Create a simple rubric with the key categories you want your students to succeed with. With literary one-pagers, I use "Textual Analysis," "Required Elements," and "Thoroughness."

5. As you introduce the assignment, show students some examples of one-pagers to give them a sense for how they might proceed.

6. Give students time to work on their one-pagers in class so they can ask you questions. Consider providing some artistic materials if you can, or inviting students to bring them in. You can always let them complete the work at home if necessary.

7. Do a gallery walk of the one-pagers before you collect them, or have them present to each other in small groups. The students will learn a lot from seeing each other's representations.

8. Create a display after you grade the one-pagers with your rubric.

You can find more of Betsy's great ideas on her website, Spark Creativity.

Come back for more.
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A Simple Trick for Success with One-Pagers

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These visual tools allow students to synthesize learning, but some kids don't think they're talented enough to make them. A bit of creative constraint helps.

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You know the circumstance all too well, a child disrupts you or the class or doesn't want to adhere to rules, routines or your instructions. You reprimand the child who then becomes defiant and refuses your request outright. Before you know it, you're engaged in a power struggle. In no time you send the student to the office or have somebody from the office come to collect the student.

What have you gained? The term for this is ' Short term relief but long term grief'. There are no winners in a power struggle.

Do what the great teachers do - avoid power struggles. Unfortunately, the classroom is the place where power struggles can occur on a frequent basis because teachers are always wanting our students to comply with things they would prefer not to do. However, think of your strategy as getting commitment rather than compliance.

Here are some of the tricks that will help you to avoid power struggles:

Remain Calm, Do Not Become Defiant

Don't over-react. You are always modeling appropriate behaviors in all that you do. Do not show your anger or frustration, believe me, I know this can be difficult but it is a must. A power struggle requires 2 people, so you cannot engage. You do not want to escalate the student's behavior. Remain calm and composed.

Don't center the student out in front of their peers, this is very important to the child. It is never good to humiliate the child in front of their peers and you won't build positive relationships if you do. When you respond with an "I've had enough of you speaking out, off to the office with you" or "If you don't stop that, I'll.........." you'll gain nothing. These kinds of statements often escalate a situation in a negative way. You need to think of the end result and statements like this in front of the child's peers will make him more confrontational and a power struggle is more likely to occur. Instead, get the rest of the class working to enable you to have a one to one conversation with the disruptive student just outside the classroom door or quietly at the child's desk. Do not engage with anger, frustration, power or anything that may intimidate the student, it is more likely to escalate the disruptive behavior. Try to validate the student's need, 'I can see why you are angry about....but if you work with me, we'll talk about his later...... After all, your goal is to calm the student, so model the calmness.

Do not engage the student. When you model confrontation you will naturally end up in a power struggle. Regardless of how stressed you are - don't let it show. Don't engage, after all, the disruptive student is usually seeking attention and if you give the attention, you've given the student a reward for acting negatively. Ignore minor behaviors, if the student is acting in such a way that a response is required, simply use a matter of fact comment (Jade, your comment isn't appropriate, let's talk about it later and carry on. If it's more severe: "Jade those comments you made surprise me, you're a capable student and can do better. Do you need me to call the office? At least this way, they make the choice."

Deflect the Student's Attention

Sometimes you can re-focus the student by ignoring what was said and ask if the specific assignment is done or if the student has something that needs finishing. A little later you might have a one to one with the student suggesting that you didn't appreciate the interruption earlier that disrupted the rest of the class but that you're happy to see him/her working productively again. Always re-focus on what matters. Ask the student how the problem can be resolved, make the student part of the solution.

Chillax Time

Sometimes it is important to allow the child a chilling out time. Quietly ask the child if a quiet time elsewhere is needed. A buddy classroom or study carrel might just be enough. You may wish to tell him to take some chillaxing time and remind him/her that you'll talk when they're feeling up to it.

Allow some time for the child to calm down before determining what the consequence will be. This helps to de-escalate the anger the child may be feeling.

If you can use humor in the de-escalation process, all the better and it will help you out of a power struggle. Remember the golden rule: Up, down and up again. For instance "Jade, you've had such a terrific day, I've been so proud of you. I don't understand why you are choosing not to follow instructions now. Perhaps I'll give you 5 minutes to think about it and you'll be that terrific person I know you to be.' Up, down, up. Use common sense and know when to be flexible enough to compromise.

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How to Remain Calm and Avoid Power Struggles in the Classroom

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You know the circumstance all too well, a child disrupts you or the class or doesn't want to adhere to rules, routines or your instructions. You reprimand the child who then becomes defiant and refuses your request outright. Before you know it, you're engaged in a power struggle.

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.

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Some students misbehave because they are trying to attract teacher attention. Surprisingly, many students who value adult attention don't really care if it is positive (praise) or negative attention (reprimands)--they just want attention!

Unfortunately, instructors with students who thrive on teacher attention can easily fall into a 'reprimand trap.' The scenario might unfold much like this: First, the student misbehaves. Then the teacher approaches the student and reprimands him or her for misbehaving. Because the student finds the negative teacher attention to be reinforcing, he or she continues to misbehave-and the teacher naturally responds by reprimanding the student more often! An escalating, predictable cycle is established, with the student repeatedly acting-out and teacher reprimanding him or her.

Teachers can break out of this cycle, though, by using 'random positive attention' with students. Essentially, the instructor starts to ignore student attention-seeking behaviors, while at the same time 'randomly' giving the student positive attention. That is, the student receives regular positive teacher attention but at times unconnected to misbehavior. So the student still gets the adult attention that he or she craves. More importantly, the link between student misbehavior and resulting negative teacher attention is broken.

Steps in Implementing This Intervention

Step 1: Select How the Teacher Will Show Positive Attention to the Student. The key to this intervention strategy is that the teacher will be giving the student regular positive attention at times of his or her choosing. It is important, then, for the teacher to put together a list of ways to deliver positive attention that (a) can be done quickly, without disrupting classroom instruction, and (b) the student actually finds rewarding. Here are just a few ideas for giving positive attention:

Pat the student on the shoulder

Make eye contact and smile at the student

Check in with the student about how he or she is progressing with an assignment

Call on the student in class (when you are pretty sure that he or she knows the answer!)

Pass the student a note with a cheerful comment, specific praise, or compliment

Give brief, specific praise about the student's work or behavior (e.g., "I really like to see how carefully you are drawing that map, Joanna!")

Give the student a few words of encouragement

Invite the student to summarize for the group the main points of a classroom discussion

Converse briefly with the student

Select the student to carry out a classroom task (e.g., passing out papers) that he or she likes

Step 2: Decide How Frequently the Teacher Will Give 'Random' Positive Attention to the Student During a Class. The teacher now needs to figure out how often during a class period he or she will approach the student to give positive attention. Generally, this intervention works best if the teacher is able to give the student a fairly high level of positive attention, at least at the outset.

One good way for the teacher to estimate how frequently to provide positive attention is to observe a student across several class periods. The instructor keeps track of how frequently (e.g., once every 5 minutes) the student tries to capture the teacher's attention with problem behaviors. When the teacher has a good idea of how often the student typically seeks attention, he or she can plan to counter the misbehavior by giving the student 'random positive attention' at the same rate. Note: A teacher can simply estimate the student's rate of attention-getting behavior based on past experience with him or her.

Step 3: The Teacher Chooses the Time(s) and Setting(s) in Which to Use Random Positive Attention. If the target student engages in attention-seeking during only certain times of the day or in particular locations (e.g., just after lunch in math class), the teacher can limit this intervention to just those time periods. If the student seems to be attention-seeking most of the time and in most locations, however, the teacher may want to use the random attention strategy across a greater part of the school day.

Step 4: Start the Random Attention Intervention. Unlike some intervention ideas, random teacher attention does not require that the student be formally trained in its use. Just start the intervention! There are just two simple rules:

Rule 1: Whenever the student inappropriately tries to get the teacher's attention, the instructor either (a) ignores the student or (b) in a neutral manner, quietly and briefly redirects the child to task. The teacher then continues teaching..

Rule 2: During a given class session, whenever the student is 'due' for positive teacher attention, the teacher observes the student. If the student is not engaged in attention-seeking behavior when the teacher glances at him or her, the instructor immediately approaches the student and briefly delivers positive attention (using a choice from the list developed in Step 1). Then continue teaching. Otherwise, the teacher simply ignores the student's attention-seeking behavior and continues teaching.

Step 5: Fade the Successful Intervention Over Time. Once the teacher finds that random positive attention has significantly reduced or eliminated the student's attention-seeking behavior, the instructor can gradually 'fade' the intervention. Each week, the instructor reduces the number of times that he or she approaches the student with positive attention--until the teacher is only occasionally providing that attention. If at any point in the fading process, the teacher discovers that the student begins again to act in an attention-seeking manner, the teacher can temporarily increase the rate of random positive attention until the student's behavior improves. Then the teacher continues fading the attention.

Troubleshooting: How to Deal With Common Problems in Using Random Positive Teacher Attention

The student's behavior does not significantly improve when the teacher uses this intervention. If you discover that random positive teacher attention is not effective in 'turning around' a student's misbehavior, there are several possible explanations:

The student is not receiving enough random teacher attention. If possible, try increasing the rate (number of times) that you give the student random positive attention during a class session. (See Step 4: Rule 2 above.) Boosting the rate of positive teacher attention may be all that is needed for the student to act more appropriately.

The teacher continues to give the student attention for misbehavior. Sometimes teachers don't realize how much attention they pay (even unwittingly) to students who misbehave for attention-seeking reasons. Reflect on your own classroom interactions with the student. If you discover while you are using random positive attention that you are still giving the student lots of attention for acting out, you should (a) continue to use random positive attention and (b) make an extra effort to respond neutrally to, or simply ignore, the student's attention-seeking behaviors.

The student generally does not find teacher attention to be rewarding. This random-attention strategy will work only if the child misbehaves to seek teacher attention. If, however, the student acts inappropriately for some other reason (e.g., to escape a situation that he or she finds unpleasant or to gain the attention and approval of classmates), you will need to select a different intervention strategy.

A Method for Estimating Rate of Student Attention-Seeking

Pick several class times when your student is most likely to try to grab your attention. Keep track of the start and end times of these observations (e.g., reading group, 9:30 to 10:10 a.m.) Tally or estimate the number of times during each session that the student attempts to capture your attention (e.g., asking for assistance when not really needed, engaging in attention-seeking misbehavior that forces you to approach him or her to reprimand or redirect).

To figure out how frequently the student seeks your attention on average, add up the total number of minutes from all the observation sessions and divide that figure by the total number of times that the student sought your attention across sessions. For example, if you had observed a student for a total of 120 minutes (across 3 sessions) and the student had sought your attention 10 times during the observations, you would know that the student sought your attention an average of once every 12 minutes (120 minutes / 10 incidents of attention-seeking =one attention-seeking incident every 12 minutes).

Once you have estimated how often the target student is vying for your attention, you can 'match' this attention-seeking behavior by giving the student random teacher attention at the same rate.

References

Carr, J.E., Bailey, J.S., Ecott, C.L., Lucker, K.D., & Weil, T.M. (1998). On the effects of noncontingent delivery of differing magnitudes of reinforcement. Journal of Applied Behavior Analysis,31, 313-321.

Jones, K.M., Drew, H.A., & Weber, N.L. (2000). Noncontingent peer attention as treatment for disruptive classroom behavior. Journal of Applied Behavior Analysis, 33, 343-346.

Lalli, J.S., Casey, S.D., & Kates, K. (1997). Noncontingent reinforcement as treatment for severe problem behavior: Some procedural variations. Journal of Applied Behavior Analysis, 30, 127-137.

Vollmer, T.R., Ringdahl, J.E., Roane, H.S., Marcus, B.A., (1997). Negative side effects of noncontingent reinforcement. Journal of Applied Behavior Analysis,30, 161-164.

Jim's Hints

Teach Other Instructors to Use Random Attention. After you have experienced success with this strategy, teach other educators who work with the child to use the intervention. Share with them your list of positive ways to show random attention to the student.

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Breaking the Attention-Seeking Habit: The Power of Random Positive Teacher Attention

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Some students misbehave because they are trying to attract teacher attention. Surprisingly, many students who value adult attention don't really care if it is positive (praise) or negative attention (reprimands)--they just want attention! Unfortunately, instructors with students who thrive on teacher attention can easily fall into a 'reprimand trap.'

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Classroom callbacks are a technique that teachers use to get the students' attention in a quick and fun way. This tool is helpful because it is an easy, fun way to grab attention without having to repeat yourself. In this post, we are sharing 20 free classroom callbacks.

1 2 3... EYES ON ME

Perhaps one of the oldest callbacks, but the first one I tried and instantly became hooked. We didn't include 123...because chances are you have used it many times. I remember feeling silly when I first used a classroom callback, but the effortless student enthusiasm and attention made me crazy for callbacks.

TIPS FOR USING CALLBACKS

The procedure for any signal or callback is similar. First, the teacher introduces the signal or callback and explicitly models the expectation. Students practice the given expectation until the procedure is understood. The hardest part to me is being willing to pause long enough for every student to process the signal and give the correct response before I barge in with my explanation or lesson. For this reason, I began silently counting to 5 when I would give a callback or signal. The extra pause shows that you are waiting on students for an action or response. It puts pressure on students to produce the expected response without exhausting you in repeating yourself. Even after students call back to the signal it is okay to take a second or two before beginning to talk. This creates attention and power. Repeating the callback too many times produces a less enthusiastic response.

20 FREE CALLBACK CARDS

Here are the free callback cards! We hope they help make it easy and fun to grab attention and direct learning.

MANAGING MATERIALS

If you want to continue reading about management, here's a post on managing materials.

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Classroom Callbacks Freebie - Tunstall's Teaching Tidbits

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Classroom callbacks are a technique that teachers use to get the students' attention in a quick and fun way. This tool is helpful because it is an easy, fun way to grab attention without having to repeat yourself. In this post, we are sharing 20 free classroom callbacks.

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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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Positive Behavior Strategies in the Classroom

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Positive behavior strategies can help you support students with challenging behaviors.

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Morning Meetings

Morning meetings aren't necessarily a new concept, but they have been starting to pop up more frequently in both elementary and middle school classrooms across the country. The original idea for morning meetings was developed by Responsive Classroom, a well-known teaching approach that uses evidence to engage learners and create positive classroom culture. The primary goal of morning meetings is to give students a safe environment that:

provides a sense of trust

allows all students to feel important

encourages respectful learning

helps regulate emotions

boosts empathy and teamwork

separates home from school and prepares students for the day's events

supports all aspects of learning-academic, emotional, and social

Now that we've touched on the basics of morning meetings, let's take a closer look at some evidence that will better illustrate their value as well as why you need them in your classroom.

The Value of Morning Meetings

Veteran educator and author Lisa Dabbs has a great deal of experience with morning meetings and has become an advocate for their importance. She was employed as an elementary principal in Pasadena, California, when she was introduced to the model of morning meetings through a fellow educator. At the time, her school was struggling-kids were having behavior issues galore, and teachers were having trouble handling them.

Lisa collaborated with a team of teachers to get morning meetings rolling, which took some hard work and dedication, no doubt. However, once the morning meetings began, they quickly gained momentum. Before too long, they completely transformed the California elementary school's community for the better. Kids began to care about each other more and take responsibility for their actions. In addition, bullying decreased, absences dropped, and the overall culture of the school was greatly improved.

Another great evidence-based example that highlights the benefits of morning meetings is Highlander Charter School in Providence, Rhode Island, a Pre-K-12 school in an urban area that has several students who are at risk and/or special needs. According to Edutopia, Highlander is a firm believer in morning meetings and, as a result, usually outperforms the state in several achievement gap areas. For example, disadvantaged students, English-language learners, and disabled students all tend to surpass state norms. This high level of performance, of course, is in addition to the other perks we've already touched on-kids at Highlander get to know each other on a deeper level and get in tune with their emotions, and classrooms become safe communities where learning is taken seriously.

After reading these success stories, you can see why morning meetings are being put in place in schools everywhere-they help mold students who are happier, more empathetic, better prepared, and more successful. Now let's explore how you can incorporate morning meetings into your classroom!

How to Establish Morning Meetings

The idea of having a daily morning meeting and actually having a morning meeting are two very different things. As we mentioned above, incorporating them takes some time and patience, especially since results may not be immediately evident. That being said, there are several things that must be taken into consideration if you want to integrate morning meetings into your classroom.

Educate yourself on all aspects of morning meetings. There are several helpful resources online, and Responsive Classroom also offers a book that gives you several pointers on how to use morning meetings in your teaching and tips for creating greetings. You should also explore more success stories and ask other teachers if they're familiar with the concept of morning meetings or if they'd be willing to collaborate with you. Additionally, there may be networking opportunities available online that could connect you with teachers who already have them in place.

After you've researched morning meetings and decided that you'd like to give them a try, you'll need to take a look at your daily class schedule to see where you can cut a few minutes here and there to provide the extra 15-30 minutes that are needed. As you probably know, this can be tricky since school days are typically jam packed with objectives and requirements. Obviously, morning meetings need to take place in the morning for them to provide the most benefit. As noted earlier, the meetings offer a good separation between home life and school life.

Before beginning your first morning meeting, you'll want to inform your students that something new will be taking place when they get to school each day. This will keep them in the know and prevent any surprises. You should clearly state what the purpose of the meetings will be and what will be expected of students during them.

Let parents know that you're planning to integrate a new tool into your daily classroom routine and inform them of the goals and basics surrounding morning meetings. Welcome questions and be available to answer them.

Once everyone is on board and aware of the changes that will be taking place in your classroom, you'll want to take some time to organize and plan your meetings. Although you can structure your meetings in a way that works best for your classroom, they usually have four main components, which we'll explore next.

Components of Morning Meetings

1. Greeting - As the name suggests, this portion of morning meetings is for students and teachers to greet each other every day. Everyone in the room should be included and greeted cheerfully. One method is to provide a tangible item and allow students to pass it around until everyone has been greeted (the person with the item is greeted, then passes it on to someone else).

2. Sharing - During sharing time, each student has the opportunity to share a tidbit about themselves. This could be what they had for breakfast or even troubles they're having at home. Students are encouraged to listen to everyone's thoughts and ask questions.

3. Activity - This portion of the meeting should include a group activity that every student joins and works on together. Activities should encourage collaboration and reinforce social and/or academic skills. An example could be students passing a ball around the room for as long as possible without dropping it.

4. Daily Announcements - Announcements usually come at the end of the meeting and prepare students for the day ahead. Provide a rundown of the day's events (schedule, assignments, lunch menu, etc.) and announce any birthdays or special news if not shared previously.

Closing Thoughts

Now that you've heard all about morning meetings and what they can do for your classroom, why not get planning and give them a try? You may be pleasantly surprised with the results! Always keep in mind that you can adjust your meetings to best suit your grade level and students, and if something isn't working, feel free to tweak it until it does.

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why you need morning meetings in your classroom  | study.com

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Why You Need Morning Meetings in Your Classroom | Study.com

# data[].attributes.attachment_link.description
Morning meetings aren't necessarily a new concept, but they have been starting to pop up more frequently in both elementary and middle school classrooms across the country. The original idea for morning meetings was developed by Responsive Classroom, a well-known teaching approach that uses evidence to engage learners and create positive classroom culture.

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The Absolutely True Diary of a Part-Time Indian by Alexie Sherman-1 (2)

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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Congratulations to the National Winners!

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Gatto (1992) Seven Lesson School Teacher

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Why children draw (Wilson & Wilson, 2009)

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ENGLISH ONLY- THE TONGUE-TYING OF AMERICA

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Top Hat empowers educators to engage students and unleash their potential through meaningful learning experiences. Get started today!

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When we were students, we can remember teachers yelling, turning off the lights, or even slapping a ruler on a desk. Not the most friendly ways to get attention. Actually, they were down right frightening when the sound of a ruler cracked across the desk.
In recent years, we have learned about call and responses. For those of you who are not familiar with this concept, the teacher calls out a phrase, and then the student completes the phrase. It is a great way for students to refocus their attention back on you, the teacher!

Popular Call and Responses

Below are some of our favorite call and responses:
1. Gangham....Style
2. Mine....Craft
3. Do You Want to....Build a Snowman!
4. Peanut Butter....Jelly Time!
5. We Are Students....Bump, ba bump, bump, bump, bump, bump (from the Farmer's Insurance commercial).
6. Harry....Potter
7. Click it....Or Ticket
8. Zip it Lock it....Put it in Your Pocket
9. Echo Clap (teacher claps a pattern and students repeat it)
10. Shake Shake Shake....Shake Your Milkshake

Here are five more!

11. All Right Stop....Collaborate and Listen (From Vanilla Ice's "Ice Ice Baby")
12. Sportscenter Theme: Da da da....da da da
13. Hey Class....Hey What (say it in different voices and they mimic)
14. Insert school name and mascot: Moorehead!....Mustangs!
15. And probably the funnest one of all, make one up with your class!
We would love to hear what call and responses you use. Please comment below so you can share your wonderful ideas with teachers across the world.

Please subscribe to our newsletter for monthly tips, strategies, and free resources to help boost teacher morale! We want to make a difference!

If you want increased student engagement check out some of our favorite resources below:
Brain Breaks (over 50!) Random Acts of Kindness Activity Student Engagement Task Cards
19. Hocus Pocus... Everyone focus.

Photo credit.

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15 Clever Call and Responses to Use in the Classroom! - Wise Guys

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When we were students, we can remember teachers yelling, turning off the lights, or even slapping a ruler on a desk. Not the most friendly ways to get attention. Actually, they were down right frightening when the sound of a ruler cracked across the desk. In recent years, we have learned about call and responses.

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