C1. Describe one example of the teacher applying Bloom’s Taxonomy. C2. Explain why the example in C1 is an application of Bloom’s Taxonomy.
Read the passage below to answer the following questions.
C1. Describe one example of the teacher applying Bloom’s Taxonomy.
C2. Explain why the example in C1 is an application of Bloom’s Taxonomy.
There are 18 students, ages 15 to 18, in grades 9 to 12, in our quadratic functions unit. Their math skill levels range from very low to very high. Attendance and tardiness have been a big issue for several students in this class, so students come to class with various gaps in their understanding. Even for a 1st-period class, they need ample time to get motivated to start participating and thinking mathematically. Most of the class prefers to work individually or in pairs. Kayla has been steadily dropping in her grade and participation since the beginning of the school year due to home issues. Micah and Kim have very low self-confidence in math, so they prefer not to share their thoughts with a large group. Andrew is not likely to speak because he is very self-conscious of how he sounds because of his Tourette syndrome. Bennett misses a lot of class and regularly arrives late and tired, so he usually does not participate. Although Francisco is an English language learner, he is among my highest-performing students and willing to share if called on. Zane is very reserved because he is a new student at our school this semester. He is the only freshman in my Algebra 2 classes, which speaks to his intelligence, but he is not proficient at showing his thought process on paper. Joel is willing to take more risks than other students when participating because he is a senior who chose to retake this class to understand it better. There are a variety of instructional challenges I face in this class. This class has a small group of individuals who tend to dominate discussions, whereas most students will participate minimally. Also, since this is a whole-class discussion, I need to ensure that the dispute can be visually represented as much as possible to support my visual learners and students without a strong verbal understanding. I began with a warm-up to get kids thinking about math and working on problems that review previously learned concepts relevant to this specific lesson. The warm-up review benefited students like Bennett, Jordynn, and Lauren. Students rely heavily on notes to work through assignments. I show a brief presentation to provide notes and steps for the students that rely heavily on a provided structure. This presentation connects our previous method of solving quadratics by completing the square to our new lesson on solving quadratic equations using the Quadratic Formula (QF). To break up the presentation, I derive the QF with the students and give them a problem to try independently. This is helpful to keep the students like Zane and Jacob engaged because they usually don’t take notes but will try issues. Students are then given 3 practice problems to work on by themselves. This helps the less social students focus and reflect on their understanding of the QF. Then I let students share/compare their ideas/questions with the students around them, so students less likely to engage in a whole-class discussion can get feedback from their peers. This is a crucial step for a class that prefers individual/small-group work to a large-group format because sharing in small groups can build their confidence in understanding, making them more likely to contribute to a whole-class discussion. I use various formats to keep my students engaged and actively learning by shifting my role from direct instruction to student-centered learning. A large-group discussion allows students to share more knowledge to a larger audience, which enables them to build on each other’s ideas, creating diverse connections and varied feedback. It also allows the students with a stronger understanding to take a leadership role and share through their student-friendly language to support their peers. Since the student abilities differ so much in this class, the whole-class discussion will bridge the understanding of the lower skilled students to a higher level. This is an excellent way to assess students’ vocabulary and mathematical reasoning through observation informally. I made sure that when students were working individually, I focused my time on those who typically struggled to ensure they got the needed attention. After students worked individually, I allowed them to share their ideas and questions with the students in their immediate area because I recognized that not all students would verbally participate in the classroom discussion. I also went around to my students who were less likely to participate in the whole-class discussion to see what they had written and engage them in conversation regarding the QF. I also asked Francisco, Lauren, and Zane to display their work. That way, students having difficulty following the conversation could get a visual representation so all students could be included.
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