Puzzle 1

Puzzle 1

A man is born

in 1972 and dies in 1952 at the age

of 25. How is this possible?

Clue To Puzzle 1

Answer To Puzzle 1

• He's born in room number 1972 of a hospital and dies in room number

1952.

Puzzle 2• A black man dressed all in black,

wearing a black mask, stands at a crossroads in a totally black-

painted town. All of the streetlights in town are broken.

There is no moon. A black-painted car without headlights drives straight toward him, but

turns in time and doesn't hit him. How do you explain this?

Clue To Puzzle 2

Answer To Puzzle 2

It's daytime; the sun is out

Puzzle 3• A man rides

into town on Friday. He stays one night and leaves on

Friday. How is this possible?

Clue To Puzzle 3

Answer To Puzzle 3

• Friday is a horse

Puzzle 4

• An ordinary woman

walks on water. It is

not a miracle.

Clue To Puzzle 4

Answer To Puzzle 4

• It's easy to walk on a lake's surface when the

lake is frozen.

The End

May You Grow

In YourCreative

Thinking!

GCK

Human ContinuumHuman ContinuumKnowledge of Blooms Taxonomy

Exp

ertN

o

Idea

!

GCK

Match the sentence starters and verbs to the corresponding level

GCK

List all the… List the pros and cons

Give reasons for.. Summarise the reasons for…

Debate the issue…. Compare and contrast….

Justify your decision to.. Construct a flow chart for…

Formulate a set of criteria for..

Write 10 facts about…

Discuss similarities and differences of…

Use the metaphor of…to help…

GCK

Argue Calculate Classify

Define Debate Assess

Improve Create Predict

Demonstrate Critique Illustrate

Discuss Solve Label

Synthesise Justify Decide

State Summarise Differentiate

GCK

Classify the levels from low to high level thinking

Be prepared to justify your decision.

GCK

GCK

UnderstandActing like a dictionary understanding words, concepts, cause-effect, and ‘reasons for’.

Remember

Acting like an Encyclopaedia where one finds information, facts, data.

GCK

ApplyActing like a “How to Manual” applying previously learnt data in similar or novel situations

AnalsyeActing like a Sorting Tray – examining & breaking up an issue into it’s component parts.

GCK

EvaluateActing like a Judge based on the evidence

CreateBehaving like

Thomas Edison, always improving, design, planning.

GCK

Lets Apply Blooms

GCK

Applying Bloom’s

• Remember – List the items used by Goldilocks while she was in the Bears’ house.

• Understand – Explain why Goldilocks liked Baby Bear’s chair the best.

• Apply – Demonstrate what Goldilocks would use if she came to your house.

• Analyse – Compare this story to reality. What events could not really happen.

• Evaluate – Judge whether Goldilocks was good or bad. Defend your opinion.

• Create – Propose how the story would be different if it were Goldilocks and the Three Fish.

Using the story Goldilocks and the Three Bears

GCK

Your Turn to Guess . . .

1. Illustrate the main idea of the story on a poster.

2. Rank the characters from best to worst and explain how you ranked them.

3. Create a new story by placing

Red in a modern-day city.

Using the story, Little Red Riding Hood:

GCK

Did you answer . . .

1. Apply

2. Evaluate

3. Create

GCK

Your Turn to Guess . . .

4. Describe what Red did when she first saw the Wolf.

5. Tell what happened to the grandmother in the story.

6. Write out the main events in the story. Cut them apart and

sequence them in the proper order.

Using the story, Little Red Riding Hood:

GCK

Did you answer . . .

4. Understand

5. Remember

6. Analyse

GCK

Your Turn to Guess . . .

1. Invent a new ending for the story where the Wolf comes out ahead.

2. Using models, demonstrate which house stood up the best.

3. Describe the materials used to build each home.

Using the story, The Three Little Pigs:

GCK

Did you answer . . .

1. Design

2. Apply

3. Understand

GCK

Your Turn to Guess . . .

4. Read the story and list the type of home built by each pig.

5. What is the relationship between the materials used to build each house and what happened to it when the wolf blew on it?

6. Judge the homes from worst to best, according to strength, cost, and building time.

GCK

Did you answer . . .

4. Remember

5. Analyse

6. Evaluate

GCK

Creating ways to get Blooms into your teaching

• 1. Learning Intentions using Blooms verbs.

• 2. Introduction to Blooms Lesson

• 3. Use Blooms in key questioning

• 4. Use thinking tools which promote

blooms taxonomy – Louise’s HOT

Tuesday take aways!

GCK

Tools

?

GCK

Design a personal action planTopic Title………….

Bloom Level Sub- topic

Key question

Possible activities

Help needed?

Remember

Understand

Apply

Analyse

Evaluate

Design

GCK

3:2:1 RIQ

3 = Recall

2 = Insight

1 = Question

and finally….

Teacher Talk Time