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Flip This: Bloom’s Taxonomy Should Start with Creating | MindShift

Much of today’s standardized testing rigorously tests the basement, further anchoring the focus of learning at the bottom steps, which is not beneficial for our students. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.

The pyramid creates the impression that there is a scarcity of creativity — only those who can traverse the bottom levels and reach the summit can be creative. And while this may be how it plays out in many schools, it’s not due to any shortage of creative potential on the part of our students.

I think the narrowing pyramid also posits that our students need a lot more focus on factual knowledge than creativity, or analyzing, or evaluating and applying what they’ve learned. And in a Google-world, it’s just not true.

Here’s what I propose: we flip Bloom’s taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.

Traditionally, students learn many of the foundational principles for creating a layout through a lecture or text book reading, and then eventually create their own.

My students start with the standard elements of an advertisement and create a mockup.

Now students can apply what they’ve learned as they return to their own mock-up and fix elements based on the design principles they’ve begun to absorb. Finally, students research the four design principles to flesh out their understanding where needed, and possibly correct any misconceptions.

From this research, students create their own graphic organizer of the four design principles for future reference and to help them remember.

They’ve been engaged with the entire process from start to finish, and my students have make some significant decisions about the essential knowledge they need. But Will it Work for Science?

Flip This: Bloom’s Taxonomy Should Start with Creating | MindShift.

5 причини учениците да користат мобилни телефони во училница

1. Ако ги подготвуваме учениците за животот после училиште, треба да им дозволиме да ги користат алатките кои ќе ги користат и тогаш. Има ли некое занимање каде смарт телефонот не се користи?

2. Во време кога се соочуваме со минимални или никакви средства за водење на наставниот процес, користењето на мобилната технологија се чини логично. Тие се бесплатни за училиштето, а сите или скоро сите средношколци  имаат телефон во џебот.

3. Мобилните телефони се одлична алатка за развивање на вештините од 21 век. Ако сакаме учениците да научат да соработуваат, нема подобра алатка од телефонот. Некои наставници ќе ви речат дека не се за телефони затоа што учениците ќе “крадат” одговори од интернет или пак од соучениците. Мојот одговор на ова е дека таквите задачи, каде ученикот ќе го најде одговорот на Интернет, не се добро осмислени. Учениците не треба да “знаат информации”, ги има на интернет, туку треба да знаат да ги користат истите. Кога даваме тестови на хартија, учениците си дофрлаат ливчиња со одговори. Дали ја забранивме хартијата?

4. Двојни стандарди не се во ред. Наставниците може, а учениците не може да користат телефон.

5. Учениците треба да научат, одговорно да ја користат технологијата. Тие  сликаат слики и ги испраќаат едни на други, ги објавуваат на социјалните мрежи и консумираат информации. Ние треба да ги учиме како да го прават ова, за да се заштитени од грешки кои може да ги следат со децении подоцна. Опасностите нема да исчезнат само затоа што ние не дозволуваме да се користи мобилна технологија. Чија е одговорноста и кој треба да ги научи учениците како да бидат безбедни?

Какви се правилата за користење телефони во училиште? Што мислите, дали треба да се користат мобилни во училница?  На кои начини би се обезбедило дека телефоните нема погрешно да се користат на час, во колку ги дозволиме.

Calculating profits from selling virtual lemonade

Calculating profits from selling virtual lemonade

In this lesson, students set up a virtual lemonade stand and decide how many cups of lemonade to prepare, which ingredients to buy, and costs for each cup of lemonade. The game simulates customer behavior, and students record their decisions and outcomes.

Objectives

Students will employ technology in the development of strategies for solving problems in the real world.

Students will understand the basic concept of profits and losses.

Learning outcomes

Students will purchase ingredients for making lemonade.

Students will determine the cost to produce one cup of lemonade.

Students will assess weather forecasts and customer behavior patterns to determine how much lemonade to make each day.

Students will use an Office Excel spreadsheet to collect data and record outcomes.

Students will write a report reflecting on their data and the outcomes.

Lesson procedure

Introduction

When you run your own business, you have to make a lot of important decisions based on math. You have to calculate how many supplies to buy, analyze the data you collect from your sales figures every day, and make decisions about the future based on the conclusions you draw from your information.

In this activity, you will each set up and run your own business—a lemonade stand. You will make all the business decisions about materials, costs, and how to make the lemonade. You will run the lemonade stand, record your data, and then analyze how much money you made or lost.

Remember that even if the lemonade you sell tastes really good, you may not always sell a lot. Sometimes the weather affects how much lemonade people purchase. You will get to see a weather forecast, but remember that weather forecasts are not always accurate.

Before you start playing, you will read directions that will show you how to start and operate your lemonade stand. As you run your business, you will use an Office Excel data collection spreadsheet to record your decisions, your data, and your outcomes. When the game is over, you will write a report about the reasons you made a profit or the reasons you did not.

Student activities

Follow the steps below to guide your students through this lesson plan. See student guide link at right.

Step 1: “Run your lemonade stand and record your data”

Step 2: “Analyze your profits and losses”

Lesson extension activities

Ask students to use one of the charts in Office Excel to help them visualize and analyze their data.

Ask students to write a strategy handbook for running a successful lemonade stand.

Ask students to create an ad campaign to attract more customers to their business.

Conclusion

Assess students on their data collection and their final reflection. They should use mathematical terms and draw conclusions by reviewing their data.

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In this section:

Summary

Mathematics

Ages 5 to 10

Ages 11 to 13

5+ 45-minute class periods

Tips

How a business goes sour

Ask students to name some factors beyond those included in the game that could affect a real-life lemonade stand. For example, would it matter where the lemonade stand is located? Why? What about the way the staff treats customers and handles complaints?

Software and materials needed

Microsoft Excel

Microsoft Internet Explorer

Calculating profits student guide

Calculatingprofitsfromsellinglemonade_StudentHandout

Excel data collection sheet

via Calculating profits from selling virtual lemonade.