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SimonKnight (talk | contribs) (Created page with "{{Draft}} {{Rinfo |title= Writing Learning Objectives in Primary Science |topic= Learning Objectives |subject= science, primary, teacher education |resourcenumber= TE0050 |Le...") |
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|subject= science, primary, teacher education | |subject= science, primary, teacher education | ||
|resourcenumber= TE0050 | |resourcenumber= TE0050 | ||
|Learning Objectives= By the end of the session you should | |Learning Objectives= By the end of the session you should<nowiki>:</nowiki> | ||
# | # understanding of the background behind Bloom's taxonomy. | ||
# | # be able to identify, explain, and apply the levels of Bloom's taxonomy in relation to higher order questioning skills. | ||
# | # have developed some strategies to relate questioning to the curriculum, and progression in science – relating questioning to vocabulary, communication of ideas, varying activities, learning objectives and so on. | ||
# | # have considered the ways questioning can be used to differentiate | ||
# | # have considered ways to express objectives on lesson plans | ||
|age= | |age= | ||
|content= The resource first provides a description of the development of Bloom's taxonomy, before breaking this down with examples. There are then some suggestions for how these might be expressed in lesson objectives, and some keywords to use/avoid. A brief set of prompts for thinking about planning for differentiation is provided before a medium-term planning discussion sheet to use when considering unit Schemes of Work/lesson plans. | |content= The resource first provides a description of the development of Bloom's taxonomy, before breaking this down with examples. There are then some suggestions for how these might be expressed in lesson objectives, and some keywords to use/avoid. A brief set of prompts for thinking about planning for differentiation is provided before a medium-term planning discussion sheet to use when considering unit Schemes of Work/lesson plans. | ||