Sample+Designs

As we collectively pull them up the steps, push them ahead on the escalator, pack them into the elevator, or carry them in the fireman's hold up the ladder…we are determined to take every student at Shannon HIGHER up the Levels of Acquiring, Assimilating, and Applying Learning. Over the years you have seen this whole concept illustrated with pyramids, ladders, and stairs.

As you know, we are looking for the levels at which lessons are designed and students are working when we visit classrooms. While there are various representations of the levels, the most reliable "working model" remains good old Benjamin Bloom's classical categories of cognitive domains. Is there an educator anywhere who hasn't heard of Bloom's Taxonomy? Afterall, the model has been around since first introduced in 1956. I was X years old. I don't want to even guess how many of you weren't even around yet…

Presumably we have been working on finding ways to move students into higher levels of cognitive functioning for 51 years. Regrettably, most studies - including data from our own walk-throughs on this campus - prove that we STILL design lessons that "allow" students to perform predominantly at the lowest level - "recall of knowledge". It was 95% in 1956, and remains close to that in 2007.

While this clearly begs the question of WHY we seem stuck at Benjamin's lowest identified level of cognitive intellectual functioning, that's not where I want us to focus as a faculty.

As a baseline for reference, here are words that typically reflect the level of cognitive function within the design of learning experiences. We're going to talk about these in a F2F Staff Meeting, but for right now, look these over and keep them handy…


 * 1) **//Knowledge//**: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state.
 * 2) **//Comprehension//**: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,
 * 3) **//Application//**: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.
 * 4) **//Analysis//**: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
 * 5) **//Synthesis//**: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.
 * 6) **//Evaluation//**: appraise, argue, assess, attach, choose, compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate.

Let's add to these a number of words that I pulled randomly from TEA TEKS [ http://www.tea.state.tx.us/teks/ ]:


 * Increase, refine, use, edit, interpret, organize, develop, produce, compose, compile, discover, support, analyze, evaluate, respond, apply, research, establish, compare, generate, and convert.**

I'm struck by the fact that we appear to be looking at VERBS for the most part. There is a clear implication that moving into higher order cognitive levels requires overt actions by the learner. "Passive" reading and filling out worksheets belongs back in…in…well…1956.

As part of my pledge to you that it's time we quit TALKING about it and starting DOING it…the time has come.


 * __We need to start bringing all the parts together.__** So here's my challenge to you. Let's see what a Meaningful Learning Experience MIGHT look like if we combine:

A little Wiggin's Understanding by Design + a healthy portion of WOW + a dash or two of Marzano + just a bit of Bloom for flavor.

Now DON'T PANIC! //__But for this to work, you need to participate.__// I would like every teacher to submit one learning experience to me which includes the BIG IDEA, a clearly stated objective, 3 activities at the ANALYSIS or higher levels, and 1 or 2 research based instructional strategies. Include any WOW components that you want to use. **__May I ask to have them submitted to me before you leave for Christmas Break? That way I can use them to prepare for our staff training F2F meeting when we return in January.__**

{You know that WOW standard of feeling safe and being able to participate without fear? And the standards of Affiliation, and Choice? Consider this an illustration of those standards. These won't be graded or judged. I won't use your names on the examples without your permission…and YES, you may work with others if you prefer - but I still need one whole lesson from each teacher, please.}


 * I know you want to know exactly what I'm looking for**…so, to help show you that this doesn't have to be a huge, overly-complicated ordeal, here is an example that took me about 20 minutes to design [note: this is my Product Standard for you to see]. If I've written this correctly, it should contain all of the following: Dana Center Look Fors, Research Based Instructional Strategies (Marzano in this illustration, but you can use others), the BIG IDEA, measurable objectives, TEKS, WOW, Bloom, the kitchen sink, and last night's left over chili. We'll be evaluating my example below as well as those you submit. (Can you spot the different design components?)

The BIG IDEA: The Cold War. [Refer to TEKS from American History, BISD Scope and Sequence, 4th 6 weeks]
===The Learning Experience Objective: At the end of this week's learning experience students will be able to list 3 similarities and 3 differences in U.S. and Russian Diplomatic Relationships during Khrushchev's and Putin's terms as President.=== ===Using IDENTIFYING SIMILARITIES AND DIFFERENCES: ask students to contrast and compare the similarities and differences between Khrushchev's actions immediately preceding the Cuban Missile Crisis and actions taken by current Russian President Putin in the past six months. Allow students to choose the final work product for this part of the unit.=== ===Using COOPERATIVE LEARNING: form groups simulating Presidential Cabinets and have students construct a plan of action to propose to President Bush as a response to Putin's taking control of the election of governors in the Russian providences.=== ===Using GENERATING AND TESTING HYPOTHESIS: Have students assess, predict, and defend the probable reaction of Russia to economic sanctions placed on them if they continue on their current track of internal political actions which hinder the growth of a democratic society.===

Thank You Eric Franklin! (Eric Franklin was the 2nd "bare-footed" kicker for Texas A&M. He knows of which he speaks...he's done this in front 82,000 screaming fans!) Eric contributes the following:

Geometry and Football?

The HOOK:

You are sitting in front of the television watching the Dallas Cowboy football game. There are 3 seconds left in a tie game and kicker Nick Folk trots onto the field to attempt a 47 yard field goal to win the game. You can't stand to watch, the tension is so thick you can taste it. You hear the announcer as he describes the action on the field...." Good snap.....the kick is up.....its goooooood.....Folk wins it for the Cowboys...” After you are done with the high fives in the living room have you ever asked yourself “How did he make that kick "? Better yet “How did he make that kick with 3 seconds left and the game on the line "?

The Big Idea here is of course kicking a football through a set of goal posts with success using the Geometry of angles. What other activity or sport can you think of that utilizes Geometry of angles? If you can play Pool or Billiards then you could learn the theory of how to kick a football because both activities involve the understanding of angles. The angle you create in relation to where the object billiard ball lies or where the holder places football can very often determine the success of a shot in pool or a made kick on the football field.

The place-kicker in football has but one angle to remember before kicking.....90 degrees. Ever wonder while watching a kicker "take his steps" why they were doing that "? The kicker is creating his 90 degree angle to approach the football. Finding the 90 degree angle of placement is the foundation for the kicker to begin; it does not matter upon which hash-mark the football is placed, the kicker will still step off his 90 degree angle of approach. Sure, there may be a few adjustments made plus or minus the 90 degrees to make allowances for the wind or the footing but still the 90 degree angle remains. This 90 degree angle allows the kicker to place his plant foot correctly while at the same time swing his kicking leg on the correct plane in order to create lift on the football and propel it toward the uprights. The 90 degree angle also promotes the proper hip and upper body rotation as the kicker moves at the football during the action of the kick.

I would argue that it is easier to learn how to kick a football than to play pool in that you have numerous angle calculations within one game of Pool or Billiards but kicking a football has but ONE angle to calculate....90 degrees. Calculate that 90 degrees correctly and you have a great opportunity to make that 3 second kick.

Learning Objectives:


 * 1) By the end of the week, acquire the knowledge and theory of kicking mechanics by learning 4 of 6 lecture points regarding kicking mechanics and demonstrating stepping off the angle of approach.


 * 1) By the end of the week, acquire the Art of applying the kicking mechanics by learning 4 of 4 lecture points regarding the Art of applying kicking mechanics as well as relating to the teacher what external conditions could affect the success of a particular kick.


 * 1) Comparison Learning:

Have group estimate the probability of successful kicks in relation to placement of football on the field and the distance to the goal posts taking into account the 90 degree angle of approach.

Generating Answers: Compare estimates of probability regarding successful kicks, then factor in the “Art” of applying the mechanics. Re-compare and adjust for success rate.