Hosted by: SoftChalk ( and DukeTIP (

Presented by: Steve Saltzberg, Communications Director, SoftChalk Lyn Hawkes, Asst. Director, Curriculum and Instruction, Duke University, TIP, author, blog host of A Writers Journey.

Themes: Transform lesson content into interactive, engaging learning materials.

How to develop engaging lessons requiring higher-order thinking skills while using SoftChalk technology? “hang out” in the upper realism of Bloom’s Taxonomy.

Content: Bloom’s Taxonomy came out of the need for college education facelits in the 1940/50’s. All the levels of the continuum are essential to learning.

Blooms Continuum: Lower Order Skills to Higher Order Skills: Remember, Understand, Apply, Analyze, Evaluate, Create.

Determine what your students will do.

Focus on the verbs:explain, categorize. Leave room for the students to  reate, suggest, develop, formulate. Bring the students to higher level: Evaluate, chose, defend, decide, judge.

Create activities around the question: What are the real-world roles of this discipline?

Use the SoftChalk Tools: Pretest students. Deliver rich content. Check content delivery and knowledge.

Higher order teaching for real world learning for real world problems:

Problem based learning (What do we need to know?What is the issue?). There should be comnplex, ill-structured rabbit holes and trails.

Case studies 



Conclusion: Put Bloom’s taxonomy into action. Educator’s must be ok with challenging students to the point of being uncomfortable that will make them jump to the next level.

Resources: SoftChalk has a webinar series, a blog and tutorials at DukeTIP offers the Digest of Gifted Research, (formerly the Duke Gifted Letter) with hundreds of posts for parents of gifted children on educational, social and emotional, and advocacy topics. The Digest is a trusted resource for research-based information about raising and educating academically talented children, and The Educational Opportunity Guide, a comprehensive online database of year-round and summer educational programs.

Personal Reflection: The curriculum still controls where students go for data on the web. That’s not real world learning. Predigested learning isn’t real world. Students have the entire web freely  available to them in their real life world.