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Bloom’s taxonomy in my clinical and biomedical laboratory classes

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Bloom’s taxonomy in my clinical and biomedical laboratory classes

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LESSON’S TITLE: pH

CREATING:  Imagine a new device for pH determination in a real situation.

EVALUATING: Compare and find out why the substances of the following paragraph have different pH values.

ANALYSING: Select several substances with different acidity degree and analyse them.

APPLYING:  How can you measure the acidity of a solution?

UNDERSTANDING: Why is the acidity degree important in life sciences?

REMEMBERING:  What do acid and basic terms mean?

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1. Vigotsky’s social constructivism in my Clinical and Biomedical Laboratory classes

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1. Vigotsky’s social constructivism in my Clinical and Biomedical Laboratory classes

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- first I will discover students' baseline knowledge on the topic

- then we will continue working on situations
related to their experiences

- gradually, new content and language will be
included in the lessons, always related to the previous acquired one. The key idea is to go building knowledge always on a solid basis.

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2. Instructions according to Bloom’s taxonomy and critical thinking

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2. Instructions according to Bloom’s taxonomy and critical thinking

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- At the beginning of a new topic, I will share with my students the content and language goals I expect them to achieve.

- My classes will have to be more participative: interaction among all students and with teacher will be a must.

- I will focus more on HOTS than the LOTS we mainly work at class currently.

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3. The language approach according to Stephen Krashen:

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3. The language approach according to Stephen Krashen:

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- I will work with my students to get to answer why English learning may be an important goal. (Motivation)

- I will encourage the students to speak English during my classes (whatever their lever is), with a respectful, positive attitude. We will not correct grammar or language fluency. (Low anxiety)

- I will publicly recognize their effort in doing so and I will not hurry them up. (Self-esteem)

- We will work on making sure everyone acquires the basic language of the basic content to start listening and speaking English at class. Use of mimics, cartoons, signs, pictures, etc. (Comprehensive message reception)

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I will use the following four scaffolding ideas in the activities I designed:

·         Providing speaking frames such as a debate framework or one for developing a line of reasoning.

·         Give students the opportunity to articulate their thinking before answering

·         Eliminating hand raising altogether and picking students at random. (E.g. Everyone writes his/her name on three pieces of paper and names are picked from a hat. Why? If your pick students at random, everyone must pay attention.)

·         Using graphic organizers

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Task 4.1 Rubric template - Boost for Clil

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In whole group, Students (Ss) play a game of connecting definitions and translating expressions (worksheet1) (BIC and CALP scaffolding). Teacher (T) comments on difficult terms of worksheet1 and also presents the final goals of the Sequence of Activities (what Ss will be able to do at the end of the unit). Providing speaking frames such as a debate framework or one for developing a line of reasoning. Using graphic organizers.  | 30 min

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Strong and weak acid video with embedded questions  (Edpuzzle)

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Strong and weak acid video with embedded questions  (Edpuzzle)

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Strong and Weak Acids - Examples and Explanation

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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Game of food’s pH (Genial.ly)

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1.- Which are more acid?

- pH +

You can check your answers at: https://www.clemson.edu/extension/food/food2market/documents/ph_of_common_foods.pdf

2.- Do you know how to measure their acidity?

Can you put them in order (increasing pH rank)? Drag the images into the correct position.

Broccoli

Lemon

Avocado

Apple

Vinegar

Melon

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Discover more about Food pH rank ✌️ - Games