Doug Lemov's field notes

Reflections on teaching, literacy, coaching, and practice.

02.12.20 Emily DiMatteo Builds Knowledge Through Embedded Nonficiton

I’m excited to share this video of Emily DiMatteo’s English class. First, it’s a great example of how Embedded Nonfiction can infuse a discussion with background knowledge and thus build its rigor. That’s an idea we’ve been passionate about for a while but have recently come to realize it hard to implement well without a curriculum….

11.24.19 Field Trips Benefit from Background Knowledge, Too

Last week I wrote a post about hands-on learning, and how what seemed like a rich experience–launching rockets–might not be so useful if students didn’t know what they were looking at. On the other hand if students had been primed with knowledge beforehand they could observe relevant things and increase their knowledge by adding detail to…

06.01.17 Imagining a New Bloom’s

A few weeks ago I wrote a post about the uses and mis-uses of Bloom’s Taxonomy, that trusted framework of teaching referenced by just about every teacher on god’s green earth.  Briefly, people see the pyramid and they think- “Oh, more rigorous is higher up… I should ask all “higher order questions.” I should avoid being…

04.03.17 Bloom’s Taxonomy—That Pyramid is a Problem

It’s hard to find a teacher who doesn’t make reference to Bloom’s Taxonomy. It’s part of the language of teaching. For those who aren’t familiar with it here’s some background from Vanderbilt’s Center for Teaching: In 1956, Benjamin Bloom … published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom’s Taxonomy, this framework…