Tasks Thinking Tools Blooms

Wonderwall
Taxonomy O
Set focus / questions / investigation /

showing understanding
Understanding Translating, interpreting,

and recognition
Remembering Factual answers, recall
w
Graphic Organisers: mind map, flow charts, sequencing, tournament thinking, fact vs. opinion, Brainstorm,
Big Idea / issue Alphabet key, KWL, 6Ws, mnemonics
Question Skills - fat and skinny, open closed, Question matrix, keywords
direction / critiquing

Hats: White Hat, Red Hat

ai

Setting Up
Prior knowledge
ra
k
Knowledge / immersion

a
Choose subsidiary
questions
Graphic Organisers: Venn diagrams, OPV, Cause and Effect, tournament thinking, Reverse key, PMI,
S
Acting/ doing questions/reflecting / refining

Evaluating the

to examine more closely

Analysing Break into parts
different, familiar situations
information gained in
Applying Using
Presenting/ Finding out/ setting more

knowledge tournament thinking, SWOT, compare and contrast, prioritising, What if? BAR key,
direction/ evaluating

Question Skills Relevant / irrelevant, reliable / unreliable

Moving Forward
c
Zooming in on the
Hats: Green Hat, Yellow Hat, Black Hat
knowledge
SCAMPER,
Researching the
answers h
Summarise / report,
evaluate
Graphic Organisers: BAR key,
o

products, ideas
create new
new situations to
information with
Combine
Creating

Doing
Hats: Green Hat
Action ol
In
Alterations/ “How

Graphic Organisers: PMI, tournament thinking, SWOT

substantiate
criteria, rank,
Judge, use
Evaluating

What Next?
q
“Now what?”
did we do?”

Hats: Blue Hat, Red Hat

Evaluation

ui
ry
Revised Blooms Taxonomy – Verbs, Materials/situations that require this level of thinking, Potential activities and products

REMEMBERING UNDERSTANDING APPLYING ANALYSING EVALUATING CREATING

Tell, List, Describe, Relate, Explain, Interpret, Outline, Solve, Show, Use, Illustrate, Analyse, Distinguish, Examine, Judge, Select, Choose, Decide, Create, Invent, Compose,
VERBS

Locate, Write, Find, State, Discuss, Distinguish, Predict, Construct Compare Justify, Debate, Predict
Name, Identify, Label, Recall, Restate, Translate, Compare, Complete, Examine Contrast, Investigate Verify, Argue, Plan, Construct
Define, Recognise, Match, Describe, Relate, Generalise, Classify, Choose Categorise, Identify Recommend, Assess, Discuss, Design, Imagine
Reproduce, Memorise, Draw, Summarise, Put into your own Interpret, Make Explain, Separate Rate, Prioritise, Determine, Propose, Devise
Select, Write, Recite words, Paraphrase, Convert, Put together, Change, Apply, Advertise, Take apart Critique, Evaluate, Criticise, Formulate, Combine,
Events, people, newspapers, Speech, stories, drama, Diagrams, sculptures, Surveys, questionnaires, Recommendations, self- Experiments, games, songs,
SITUATIONSMATERAILS

magazine articles, definitions, cartoons, diagrams, graphs, illustrations, dramatisations, arguments, models, displays, evaluations, group discussions, reports, poems, speculations,
videos, dramas, textbooks, summaries, outlines, analogies, forecasts, problems, puzzles, demonstrations, diagrams, debates, court trials, standards, creations, art, inventions,
films, television programs, posters, bulletin boards. organisations, classifications, systems, conclusions, reports, editorials, values. drama, rules.
recordings, media presentations rules, systems, routines. graphed information
Make a list of the main events. Cut out or draw pictures to show Construct a model to Design a questionnaire to Prepare a list of criteria to judge Invent a machine to do a
POTENTIAL
PRODUCTS ACTIVITIES

Make a timeline of events. a particular event. demonstrate how it will work. gather information. a ……..show? Remember to specific task.
Make a facts chart. Illustrate what you think the Make a diorama to illustrate an Write a commercial to sell a indicate priorities and ratings. Design a building to house your
Write a list of any pieces of main idea was. important event. new product. Conduct a debate about a study.
information you can remember. Make a cartoon strip showing Make a scrapbook about the Conduct an investigation to special issue. Create a new product, give it a
List all the …in the story. the sequence of events. areas of study. produce information to support Make a booklet about 5 rules name and then devise a
&
Owairaka Primary School Information & ICT Literacy Skills
Junior Middle Senior

INFORMATION LITERACY

The students suggest questions for Select from a range of well- Selects from within a given topic
investigation with teacher defined topics, participates in T- area & narrows the topic, given
assistance , in response to a lead brainstorming, clustering of guidelines & assistance where
topic/discussion ideas, focus-question development needed, independently
& completion of a group search brainstorms & clusters ideas to
DEFINING

strategy develop focus questions & devises

a search strategy

Brainstorming with T intervention Groups brainstorm independently or Attempt individual brainstorms, fully
with a T. participate in group/class work and
Class sorts ideas with T support
Defining Information Needs

clarify subtopics.
Groups of students sort independently.
With T guidance formulate key Students begin to show independence
questions on topic Groups confidently formulate a from T to sort.
question using starter words.
Class & T identify key words & Students independently use open and
concepts Groups work independently of teacher closed questions.
to identify key words and concepts.
T & class decide how to present Students work independently
information Groups decide their research process. identifying key words and concepts.

Individuals decide their own research

process independently.

ICT LITERACY

The students is involved in teacher In graphical format students will Devise research outlines using
lead development of questions in contribute questions & search word processors, spreadsheets
graphic and word processing strategy with T assistance and web media
formats

Junior Middle Senior

LOC
INFORMATION LITERACY

Locating-The students identifies The students identify and locate a The students identify resources
and locates resources following a range of resources independently representing different viewpoints
search strategy with T assistance. following search strategies and and different perspectives by
Uses library search strategies. using key words. Acknowledge independently using a variety of
ATING & SELECTING INFORMATION

With assistance data is gathered. value of different viewpoints and search strategies. Selections are
Appropriate resources are selected differences in purpose and made using refined scanning
using simple scanning techniques. coverage. techniques.

Selecting – class selects main Selecting – selects and records Selecting – selects and records
ideas and supporting key words information from a variety of relevant information using a range
from more than 1 source. sources. Use appropriate scanning of scanning techniques. Assess the
Categories information which techniques and suitable note credibility of information.
shows relationship of ideas to making strategies are used with T
each other and the focus assistance.
questions.

General text - Students are supported General text – in groups students use General text – students independently
to choose books on the topic and search tool to find books that relate to identify related information. They are
reminded of the layout of the library keywords. Students can find books guided to find information other than
and difference between fiction and using Dewey system. books e.g. newspapers.
non-fiction.
(finding/sourcing)

Electronic resources – students search Electronic Resources – students use

Electronic resources – T exposes a variety of T directed electronic website links to expand and locate
children to electronic resources and resources to find related information. further information.
their uses.
People – with T guidance students People - with T guidance students
People – T to initiate sourcing and identify and contact experts for identify and contact experts for
visiting of experts. possible visits. possible visits.

ICT LITERACY
Locating - With T assistance Locating - Students access T- Locating - Independently locates
students access electronic directed electronic and web- and uses information available in a
resources. With T assistance related resources. variety of media.
students contact experts. Uses
topic-specific multimedia Selecting - With T assistance Selecting - Students
programs to locate T-directed students selects information from independently record information
information electronic indexes, full text using a variety of electronic
sources and online services, formats appropriate to the
Selecting - With T assistance including web-based information. information.
students use graphic and/or
electronic links to develop
relationship of ideas.
Junior Middle Senior

ORGANISING/RECORDING INFORMATION INFORMATION LITERACY

With T assistance process Process and organize information Evaluate information gathered in
information gathered by comparing, with assistance determining what is order to make generalizations and
selecting and combining what is relevant and make decisions on justify opinions. Make decisions
relevant. Record findings. what and how it is to be used and and record what is to be used.
then record.

T and students record cooperatively. Groups record information beginning to Students select and use a variety of
Students begin to record their own ideas use modelled techniques to suit the techniques effectively to suit the purpose
using a pool of information. purpose of the inquiry. of the inquiry.

ICT LITERACY

Students use simple multimedia to Students use simple multimedia to Students use a variety of
organize information with T organize information in multimedia and applications
assistance. groups/buddies. software.
Junior Middle Senior

INFORMATION LITERACY

Students, directed by T, present With T assistance students present Students present findings of the
findings to an audience with findings to an audience with inquiry topic which demonstrates
PRESENTING

conveys understanding of the conveys understanding of the understanding and interpretation of

inquiry topic. inquiry topic. the information.

ICT LITERACY

Students, directed by the T, With T assistance students, present Using a variety of multimedia
presents information using simple findings using multimedia resources students present their
multimedia resources. resources. findings considering their audience.

Junior Middle Senior

EVA
INFORMATION LITERACY

Directed by T the children assess Class assess, with T assistance, the Students assess the completed
the completed inquiry topic with the completed inquiry topic with the inquiry topic with the key question:
key question: ‘Did we answer the key question: ‘Did we answer the ‘Did we answer the question and
question and present the question and present the present the information
information appropriately?’ information appropriately?’ appropriately?’
LUATING

Then evaluate research task and the Then evaluate research task and the Then evaluate research task and
information process at each stage. information process at each stage. the information process at each
stage and identify areas for future
improvement.

ICT LITERACY

Teacher lead evaluation of ICT skills With T assistance evaluates ICT Students evaluate ICT skills used.
used. skills used.
Thinking Strategies For Explicit Teaching
At Each Level
Year 1/2

Rimu Team
Year 3 /4
Year 5/6
Puriri Team Open/Closed questions... Fat/skinny questions...Question Matrix...Impossible Questions...Student gen
Kauri Team

While these strategies are taught at particular levels it is expected that they will all be
used throughout the whole school at different times where appropriate.