Tag Archives: RBT

Bloom’s Revised Taxonomy Poster

Looking for a way to bring Bloom’s Revised Taxonomy into your classroom? I found this great poster on Pinterest, thanks to Denise Schulz and Candy Ledford. With just the right amount of information, this poster would make a wonderful addition to your classroom. Question stems, applicable verbs, and a short definition make this poster a must for planning and discussions, and performance tasks.


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Faces of Learning Puts Metacognition in the Limelight

Faces of Learning can help us understand how we learn.


Everyone has a powerful learning story… what’s yours?

The answer to this question could totally transform our classrooms and schools, and answering it is the mission of Faces of Learning.

What does this mean to you as an educator?

That’s where RBT comes in…



Faces of Learning Supports Understanding of Metacognitive Knowledge

Revised Bloom’s Taxonomy provides a quality framework for teachers to use to ensure their content, the context in which they instruct, and assessments are aligned.  Revised Bloom’s Taxonomy is a two-dimensional model that takes into account the cognitive processes we expect students apply as well as the knowledge dimension that addresses that types of knowledge we expect students to learn – factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge.

Metacognitive knowledge includes strategic knowledge, knowledge about tasks, and self-knowledge — including what conditions are most conducive to the student’s learning needs.  And now we get back to Faces of Learning.

Faces of Learning  provides the following definition of its purpose:  “Faces of Learning is a national grassroots engagement initiative that aims to help everyone — young and old, educator and non-educator, Democrat and Republican — see more clearly what powerful learning actually looks like (and requires)…  We envision a world where all people understand their strengths and weaknesses as learners, and where everyone expects and demands high quality learning environments throughout their lives.”

FoL’s mission is to help build the capacity to support high-quality learning environments by creating virtual and physical spaces for people to reflect on four essential questions:

1. How do people learn?
2. How do I learn?
3. What does the ideal learning environment look like?
4. How can we create more of them?

Completing the Learner Sketch will take 5-10 minutes and will provide you with infomration about how you learn.


This site provides some great ideas teachers can use to help students understand themselves and their learning needs.  Plus, teachers can gauge their own learning needs as well as what they can do to support student learning.  Complete the interactive Learner Sketch to gain a clearer picture of how you learn.  Read and watch others’ stories, or share your own.  FoL provides a great place for you to learn more about yourself and your students as learners.  Check it out!

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Making Inferences

This resource from the South Dakota Education Service Agency provides tools and strategies for supporting students as they make inferences.

One way that our students can demonstrate their higher-order thinking skills is to make inferences.  When we ask students to infer, they must understand the facts or concepts, apply what they know, analyze and evaluate the content, and then create a new idea.  What better activity to support students’ interaction with multiple levels of Revised Bloom’s Taxonomy.  When students make inferences, they connect what they know to what they are learning. Research tells us that by connecting new information to what students already know, we increase their capacity for retention.

Good readers realize that reading is an active process and that making inferences is a natural part of interacting with any piece of new information they encounter.  They realize that making inferences helps to connect them personally to the information, helps them visualize, and ultimately leads to deeper understanding.  Reluctant readers, however,  struggle with making inferences for a number of reasons.  Furthermore, it is often difficult for many teachers to guide students through the process of making inferences without support, tools, and strategies in place.

This week, Thinkfinity posted a great resource from the South Dakota Education Service Agency that provides insight, resources, tools, and examples of instructional strategies teachers can use to support students as they make inferences.  The document, On Target:  Strategies to Help Readers Make Meaning through Inferences – Grades 4-12, is a great resource for any teacher who is looking for tools and strategies for supporting students as they make inferences about their reading, advertisements, non-print sources, or even body language

Click here to check out On Target:  Strategies to Help Readers Make Meaning through Inferences.


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