Now it’s time to talk about the “what” of enrichment. What should my students do? How do I differentiate for my high-achieving students? The Bloom’s Verbs you use determine the enrichment activity decisions you make in your classroom.
Did you miss the first blog post about the Six W’s of Planning for Enrichment? Click here to catch up!
There are a couple of things to consider when thinking about enrichment activities and projects based on Bloom’s Taxonomy; length of time and rigor. As a refresher, Bloom’s Taxonomy verbs are set up in six levels: knowledge (remember), comprehension (understand), application (apply), analysis (analyze), synthesis (create) and evaluation (evaluate).
The Remember level will take the least amount of time and is least rigorous while the top level, Evaluate, is most rigorous and will take more time.
Next, are your students going to be working on activities that they will finish in one sitting? Are they doing projects that they will work on over the course of several days? Again, the Bloom’s verbs you use determines what your students will be doing and for how long.
Here are a few verb examples categorized by the length of time and potential level of rigor.
One-Day Verbs: The Knowledge, Comprehension and Evaluation verbs will more than likely be completed in one day/sitting depending on the student.
Explain, Predict, Discuss, Solve, Critique, Justify
Multi-Day Projects: The application, and synthesis verbs can take more than one sitting to complete.
Apply, Modify, Construct, Design, Invent, Investigate
Analysis verbs can be one-day or multi-day activites depending on the verb.
Bloom’s Verbs are a fantastic way to differentiate for your high-achieving students within your content area standards.
Click these links if you are interested in some ready-to-go math or reading enrichment projects!
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