Workshops

Bloom's Taxonomy Verbs

When developing curriculum for your class, keep this list nearby. This will help you determine the level of response you are anticipating from your students.

Knowledge	Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name, Quote, Recall, Recite, Sequence, Tell, Write
Comprehension	Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell
Application	Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, Use
Analysis	Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate,
Synthesis	Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organize, Perform, Plan, Produce, Propose, Rewrite
Evaluation	Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge, Justify, Predict, Prioritize, Prove, Rank, Rate, Select,

Examples:

Knowledge 

Useful Verbs	Sample Question Stems	Potential activities and products
tell list describe relate locate write find state name	What happened after...? How many...? Who was it that...? Can you name the...? Describe what happened at...? Who spoke to...? Can you tell why...? Find the meaning of...? What is...? Which is true or false...?	Make a list of the main events.. Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the .... in the story. Make a chart showing... Make an acrostic. Recite a poem.

Comprehension

Useful Verbs	Sample Question Stems	Potential activities and products
explain interpret outline discuss distinguish predict restate translate compare describe	Can you write in your own words...? Can you write a brief outline...? What do you think could of happened next...? Who do you think...? What was the main idea...? Who was the key character...? Can you distinguish between...? What differences exist between...? Can you provide an example of what you mean...? Can you provide a definition for...?	Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Retell the story in your words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events. Make a colouring book.

Application

Useful Verbs	Sample Question Stems	Potential activities and products
solve show use illustrate construct complete examine classify	Do you know another instance where...? Could this have happened in...? Can you group by characteristics such as...? What factors would you change if...? Can you apply the method used to some experience of your own...? What questions would you ask of...? From the information given, can you develop a set of instructions about...? Would this information be useful if you had a ...?	Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a paper-mache map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game suing the ideas from the study area. Make a clay model of an item in the material. Design a market strategy for your product using a known strategy as a model. Dress a doll in national costume. Paint a mural using the same materials. Write a textbook about... for others.

Analysis

Useful Verbs	Sample Question Stems	Potential activities and products
analyse distinguish examine compare contrast investigate categorise identify explain separate advertise	Which events could have happened...? I ... happened, what might the ending have been? How was this similar to...? What was the underlying theme of...? What do you see as other possible outcomes? Why did ... changes occur? Can you compare your ... with that presented in...? Can you explain what must have happened when...? How is ... similar to ...? What are some of the problems of...? Can you distinguish between...? What were some of the motives behind...? What was the turning point in the game? What was the problem with...?	Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a view. Make a flow chart to show the critical stages. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Put on a play about the study area. Write a biography of the study person. Prepare a report about the area of study. Arrange a party. Make all the arrangements and record the steps needed. Review a work of art in terms of form, colour and texture.

Synthesis

Useful Verbs	Sample Question Stems	Potential activities and products
create invent compose predict plan construct design imagine propose devise formulate	Can you design a ... to ...? Why not compose a song about...? Can you see a possible solution to...? If you had access to all resources how would you deal with...? Why don't you devise your own way to deal with...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you write a new recipe for a tasty dish? can you develop a proposal which would...	Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show, play, puppet show, role play, song or pantomime about...? Design a record, book, or magazine cover for...? Make up a new language code and write material suing it. Sell an idea. Devise a way to... Compose a rhythm or put new words to a known melody.

Evaluation

Useful Verbs	Sample Question Stems	Potential activities and products
judge select choose decide justify debate verify argue recommend assess discuss rate prioritise determine	Is there a better solution to... Judge the value of... Can you defend your position about...? Do you think ... is a good or a bad thing? How would you have handled...? What changes to ... would you recommend? Do you believe? Are you a ... person? How would you feel if...? How effective are...? What do you think about...?	Prepare a list of criteria to judge a ... show. Indicate priority and ratings. Conduct a debate about an issue of special interest. Make a booklet about 5 rules you see as important. Convince others. Form a panel to discuss views, eg "Learning at School." Write a letter to ... advising on changes needed at... Write a half yearly report. Prepare a case to present your view about...

SMART objectives

How to set and write SMART objectives?

What is SMART?

SMART work objectives are:

• Specific
• Measurable
• Achievable
• Realistic
• Timely

Staff are strongly encouraged to be familiar with and utilise the SMART principles when setting their work objectives, indicators and targets. As a guide, consider the following statements:

Specific

• Is it clear and well defined
• Is it clear to anyone that has a basic knowledge of the work area

Measurable

• Know if the goal is obtainable and how far away completion is
• Know when it has been achieved

Achievable

• Agreement with all the stakeholders what the goals should be
• Is there a realistic path to achievement

Realistic

• Within the availability of resources, knowledge and time

Timely

• Enough time to achieve the goal, is there a time limit
• Not too much time, which can affect work performance

Objectives and Outcomes

Objectives are statements of what you are setting out to teach, although expressed as if the students were going to learn it..

Outcomes (more accurately “desired outcomes”) are statements of what you might (in principle) assess. You may not end up assessing all of them, but they are statements of what a student will know or be able to do, if she or he has learned everything in the course or session.

co-operative learning strategies

It’s  also  known as a general instructional approach as collaborative learning
It makes maximum use of cooperative activities involving  pairs and small groups of learners in the classroom
Jigsaw: differentiated but predetermined input- evaluation and synthesis of facts and opinions.
• Each group member receives different piece of the information.
• Students regroup in topic groups (expert groups) composed of people with the same piece to master the material and prepare to teach it.
• Students synthesize the information through discussion.
• Each student produces an assignment of part of a group project.
• This method of organization may require team-building activities for both home groups and topic groups, long term group involvement, and rehearsal of presentation methods.

 This method is very useful in the multilevel class, allowing for both homogeneous and heterogeneous grouping in terms of English proficiency.

Coopertive projects: topics/resources selected by students discovery learning

•Topics may be different for each group.

• Students identify subtopics for each member.

• Steering commitee may coordinate the work of the class as a whole.

• Students research the information using resources such as library reference, interviews, visual media, Internet.

• Students synthesize their information for a group presentation

•Each group presents to the whole class.

Think- Pair- Share: Teacher poses a question. Students think of a response. Students discuss their responses with a partner. Students share their partner’s response with the class

Solve – Pair – Share: teacher poses a problem. Students work out solutions individually.Students explain how they solved the problem in interview or Round Robin structures

Numbered Heads: Students number off in teams. Teacher asks a question. Heads Together – students literally put their heads together and make sure everyone knows and can explain the answer. Teacher calls a number and students with that number raise their hands to be called on, as in traditional classroom.

GOALS  IN  LANGUAGE  TEACHING

•To provide opportunities second  language  acquisition through the use of interactive pair and group activities.

• To provide teachers with a methodology to enable them to achieve this goal.

• To enable focused attention to particular lexical items, language structures, and communicative functions through the use of interactive tasks.

• To provide opportunities for learners to develop successful  learning and communication strategies.

• To enhance learner motivation and reduce learner stress and to create a positive affective classroom climate.