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Scaffolding Activities Bloom's Taxonomy Author(s):Keri Grattagliano and Kirstin Lee Project Title: The Wonderful Wizard of Oz 2/1/2013 Date: Objectives: SWEAT: Identify the characters from the Wonderful

How to fill out scaffolding activities bloom39s taxonomy

How to Fill Out Scaffolding Activities Bloom's Taxonomy:

1. Understand the Purpose: Before starting, it is essential to have a clear understanding of the purpose of using scaffolding activities in relation to Bloom's Taxonomy. This will help you align the activities with the desired learning outcomes.
2. Identify the Learning Objectives: Determine the specific learning objectives you want to address through the scaffolding activities. Bloom's Taxonomy categorizes learning into different levels, such as remembering, understanding, applying, analyzing, evaluating, and creating. Identify which levels you intend to target.
3. Assess Prior Knowledge: Evaluate the existing knowledge and skills of the learners. This step is crucial as it helps you tailor the scaffolding activities to bridge any gaps and build upon the learners' prior knowledge.
4. Choose Appropriate Activities: Select scaffolding activities that align with the desired learning objectives and the learners' needs. These activities should provide support and structure to help students progress through the different levels of Bloom's Taxonomy. Examples of scaffolding activities include modeling, guided practice, graphic organizers, and think-alouds.
5. Gradually Remove Support: The purpose of scaffolding activities is to provide support until learners gain enough confidence and competence to work independently. Gradually remove the scaffolding elements as the learners progress in their understanding and skills. This might involve reducing the level of guidance, increasing complexity, or introducing more challenging tasks.

Who Needs Scaffolding Activities Bloom's Taxonomy:

1. Novice Learners: Scaffolding activities are particularly beneficial for novice learners who are new to the subject or have limited prior knowledge. By providing structured support, these learners can gradually develop the necessary understanding and skills to reach higher levels in Bloom's Taxonomy.
2. Struggling Learners: Students who face difficulties in grasping concepts or applying their knowledge may require additional support. Scaffolding activities can offer step-by-step guidance and help them build a strong foundation before tackling more complex tasks.
3. English Language Learners: Scaffolding activities can be valuable for English language learners who are still developing their language proficiency. By providing visual aids, simplified instructions, or extra practice opportunities, these learners can better understand and express themselves.
4. Diverse Learners: Different learners have unique learning styles, preferences, and abilities. Scaffolding activities can cater to these diverse needs by offering multiple entry points, accommodating different learning styles, and adapting materials to suit individual requirements.

In summary, filling out scaffolding activities for Bloom's Taxonomy involves understanding the purpose, identifying learning objectives, assessing prior knowledge, choosing appropriate activities, and gradually removing support. Scaffolding activities are beneficial for novice learners, struggling learners, English language learners, and diverse learners who may require additional support in their learning journey.

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