Sometimes when I read something, I am just overwhelmed with the simplicity of the message. It makes me wonder how I lasted this long without ever reading anything like it before. The article from Shelly Wright was one of those moments for me.
In the article, Shelly describes how flipping Bloom's Taxonomy can make the classroom so much more project oriented and engaging for the students. Basically, she starts projects with the synthesis or creation part, and then backtracks through analysis and the other levels of Bloom's to arrive at knowledge. This makes so much sense to me.
Two things I feel deserve another moment to reflect upon are the value this style of teaching places on student's inherent abilities both to create and to reflect. If you run a class like this, you have to walk into it thinking, "Come on, you guys can do this. I know you can." Then, you also have to incorporate the act of reflecting on what the students created and on how they could improve it based upon their analysis of master texts.
This article makes so much sense to me. Thinking in this way will allow me to refine my practice in several of the units I struggled with this year.
See it at Shelly Wright's blog.