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The Limits of Hands-On Activities

For Teachers

Many “hands-on” activities limit students by stopping at a low level of thinking. Here’s how to fix it.

Why “Analyze” Is My Favorite Level of Bloom’s Taxonomy

For Teachers

Analyze is like a gateway that connects the lower- and higher-levels of Bloom’s. But make sure you’re truly asking an Analyze-level question!

Improving Evaluative Questions

For Teachers

How to improve questions at the “evaluate” level of Bloom’s Taxonomy.

From Summary to Synthesis

For Teachers

Here’s how you can move from merely “summarizing a text” to a high-level task that culminates in synthesis.

Differentiate with Low Floors and High Ceilings

For Teachers

Stop starting at grade level and stretching up. Start high and scaffold down. It’s simpler, and it actually works.

Lesson Makeovers: 3 Big Ideas

For Teachers

After looking at dozens of lessons folks sent in, I came up with three big ideas to address.

From “Identify” to “Analyze” – Famous Structures

For Teachers

Rather than just learning about one structure, let’s climb Bloom’s and think more deeply.

Why I Don’t Use “Create” in Bloom’s Taxonomy

For Teachers

The word “Create” can mask low-level tasks. Here’s why I avoid using it in objectives.

Why “Challenging” May Not Be The Right Goal

For Teachers

So many of us say, “I want to challenge my students!” But, would you want a job that you describe as “challenging”?

Difficult vs Complex Tasks

For Teachers

What separates difficulty from complexity? And why do complex tasks lead to much more natural differentiation?

Who Asks The Questions? And Who Answers?

For Teachers

What would the pie chart look like for these three situations: the teacher asks the students, a student asks the teacher, or a student asks another student a question? I can tell you my pie chart would have been very lopsided.

Creating Sequences of Questions

For Teachers

High-level questions on their own simply aren’t enough. We must create sequences of questions!

Asking Questions That Make Students Think

For Teachers

Most classroom questions test memory. These questions test thinking. There’s a difference — and your students will feel it.

Improving Wait Time

For Teachers

How much time do your students get to think after a question? Probably not enough. Here’s how to fix that.