critical takeaways and new knowledge

share your most critical takeaways and new knowledge (3-4 bullet points for each topic) regarding the Bloom’s Taxonomy and Webb’s Depth of Knowledge Hierarchies of learning verbs, as well as pre-assessments ,their purposes, types and key design considerations in regards to standards-based learning. 

Pre-Assessment What it is: Pre-assessment provides a way for teachers to gather key information about what students know and are able to do prior to instruction, as well as what student interests and learning styles are. Pre-assessments can be paper and pencil tasks or performance-based. They provide evidence to help teachers effectively match instruction with the needs of students. This includes decisions about content, pacing, materials, grouping, and specific learning activities. Benefits: Instructional decisions are based on evidence Students are challenged at an appropriate level based on prior knowledge and skills. As a result, students are more likely to demonstrate continuous progress and growth. Students can be engaged using their interests, learning styles, and prior experience Examples: End-of-chapter/unit test Sequential Roundtable Alphabet (Buehl, D. 2001, p. 33) Know-Want-Learn Chart (KWL) Performance task such as solving math problems Yes/No cards (Gregory & Chapman, 2002, p. 41) Anticipation Guide Mind Map Five-Hardest Most Difficult First (Winebrenner, 2001, pp. 35-39) Situations where the strategy is useful: To determine flexible groupings To engage underachieving students using their interests, learning styles, and prior experience Pointers: Make sure you know what you expect students know and be able to do at the end of the lesson/chapter/unit. Design the pre-assessment based to measure this. In other words, create the summative assessment for the lesson/chapter/unit. Administer pre-assessments a week or two prior to instruction to give yourself enough time to plan using the information you get about students. Emphasize to students that you are using the information from preassessments to make instructional decisions, not to grade them. Let students know a day or two ahead of time about pre-tests. That way, they can study if they would like. If they can learn all the material in a short period of time, then they don’t need to spend several days or weeks with the content.

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Also use this link Does Pre-Assessment Work? – Educational Leadership (ascd.org)

This link is for the Webb Model Using Webb’s Depth of Knowledge to Increase Rigor | Edutopia

As well as this one Webb’s Depth of Knowledge: Learned! – YouTube

This link is for Bloomsn What Is Bloom’s Taxonomy? A Definition For Teachers | (teachthought.com)

As well as this one Bloom’s Taxonomy: Why, How, & Top Examples – YouTube

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