Bloom.READ.ME.FIRST

Bloom.READ.ME.FIRST - Using Blooms Taxonomy En Espaol(or...

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(or how to develop higher-level thinking skills.) 1. Print out one copy of all 4 WORD documents which are: *Bloom.READ.ME.FIRST *Mis preguntas del señor Bloom.Nombre *Preguntas de Bloom *Preguntas de Bloom.Simplified 2. “Mis preguntas del señor Bloom.Nombre,” is a student worksheet. In the interest of saving paper, run these copies back to front. With one sheet of paper, you can direct the class to do 4 different Bloom activities at varying times during your unit of instruction, or during the year. .... etc. This document is consumable; i.e., the students will write on these forms. Have plenty on hand. 3. Duplicate/mimeograph/reproduce, “Preguntas de Bloom,” back to front. I usually do these on different colors of paper. Review the colors with the students, then have the students come up and pick their “Preguntas de Bloom,” in their favorite color. Students do not write on these forms. These forms are Bloom question stems or guide questions. They will refer to these throughout the year. (Have some extras on hand.) 4. There are 6 categories of questions according to Bloom: “Conocimiento, Comprensión. ....” Have the students take turns reading the question stems out loud in class en español. Ask “¿comprenden/comprendéis la pregunta? 5. For the question stems that the students do not understand, ask the class to explain them in Spanish. Sometimes, you will have to ask the class to do an English translation of the question stem so that all understand what the question stem means. Have the students, as a whole class, come up with the correct translation, not you; then validate their group answer. Have them do the translation themselves, not you. Make them accountable; you guide. Be sure to give them “wait time” to come up with the translation. Otherwise, the students might “play you” for all the answers and work. It takes more time, but THEY are doing the work, not you. 6. You will also need to point out tense and mood differences such as “ocurre vs. ocurrió; resuelves vs. resolverías.” Have them label the tense and/or mood: el presente, el pretérito; the presente indicativo, el condicional. This helps them identify and manipulate language. 7. This Bloom form is for upper levels. You will need to review or show them the patterns for “Si clauses.” *Si presente indicativo, futuro/presente: (or switch clauses as in: futuro/presente, si presente indicativo.) ¿Qué haces (vas a hacer/harás) si no tienes tarea? --Si no tengo tarea, escucho (voy a escuchar/escucharé) la música. *Si imperfecto del subjuntivo, el condicional:
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This note was uploaded on 11/15/2011 for the course SPAN 101 taught by Professor Jordan during the Fall '09 term at BYU.

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Bloom.READ.ME.FIRST - Using Blooms Taxonomy En Espaol(or...

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