Jamie

= **Mrs. Walker's Classroom Learning Taxonomy: - Communication Arts Instructor (Grades 7, 8)** = I have utilized a variety of existing philosophies to develop a classroom learning taxonomy of higher-order thinking skills, critical thinking/problem-solving, and habits of mind that will be used to enrich my students' learning.

**Taken from the Twenty-First Century Skills and Content Digital Age Literacy** Students utilize technology to enhance visualization skills to decipher, interpret, and communicate information.

**Taken from Bloom's Revised Taxonomy Higher-Order Thinking** Students recognize and retrieve information through use of recall. Students implement, carry out, use, and execute information by use of application. Students design and construct new generated ideas through use of creativity.

**Taken from DOK (Depth of Knowledge) Levels of Knowledge** - Describe, Explain, Interpret Students recognize, recite, and identify. Students synthesize, analyze, and create.

**Taken from Marzono's Taxonomy Knowledge Utilization** Students place concepts (information) into categories. Students apply their knowledge through the use of mental and physical procedures by using what they know (mental) to create through project-based learning (physical).

**Taken from Costa and Kallick's Habits of the Mind** Patterns of Intellectual Behavior. Students think interdependently. Students remain open to continuous learning. Find humor in their research and to encounter "aha !" moments. Persisting Applying past knowledge to new situations

**How will students be introduced to question-type terminology? How might technology be used to support student understanding of various question types?** I would start by discussing Costa’s Levels of Inquiry. Record questions kids have asked throughout a week or so of class. Have students internet research what types of questions they ask. Discuss what types of questions they could ask that would be higher order.

**How might varied question-types be modeled by the teacher? Identify a unit or lesson in which this strategy might be used?**

**What type of question prompts might be used in the classroom? Identify a unit or lesson in which they might be used. How might technology be used to support the use of question prompts?** Question stems

**What natural “hook” might be used to promote student questioning and fuel investigation in the next couple of weeks? How might this be facilitated with students? How might technology be used to support the use of a natural “hook”?** **Authentic Task** Characteristics of authentic learning that might be used in my classroom are: Authentic tasks will help students make real world connections. Authentic tasks will help boost student interest levels and eliminate the “When will we ever use this” question. With authentic tasks students will be utilizing higher order thinking skills that will solve real world problems. Some authentic tasks will allow for student collaboration and digital tools.

Figurative Language Authentic task Students will create posters to explain the difference between the figurative and literal meaning of idioms. Each student will pick an idiom then draw and write both the figurative and literal meaning of their idiom. These can be used to create a book of Idiom translations for ESL students. – -- possible Pen pal or ESL group of students to co-create an Idiom book. How does this apply to the real world? When might you ever use this knowledge of the figurative and literal meaning of idioms? -- If you were to ever have a classmate, or coworker that are ESL they may have to explain themselves when using idioms.