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"In a unit on Transportation, our Kindergarteners read a large picture book "On the Move!" by Donna Latham Students got so interested into learning about different ways people around the globe got around. They were even ready to take a trip to Venice, Italy to ride in a Vaporetto. Since our 5 & 6 year olds have gotten pretty good at using PicCollage on the iPads, their teacher Arlene Yegelwel, wanted to personalize another collaborative classroom eBook. She took the time to find over 20 public domain images of transportation methods they had discussed in class on Wikimedia Commons and sent them in one email to each iPad. Student's workflow fluency looked like this: opened the PicCollage app chose one image of the different transportation methods decided how they could best place an image of themselves onto the picture asked a buddy to take an image of them acting out a particular position on the iPad edited the image by clipping the background resized the image to make it fit the ration of the transportation image rotated the image saved the image emailed the image to their teacher"

I dislike the pyramid because it creates the impression that there is a scarcity of creativity - only those who can traverse the bottom levels and reach the summit can be creative. And while this may be how it plays out in many schools, it's not due to any shortage of creative potential on the part of our students. I think the narrowing pyramid also posits that our students need a lot more focus on factual knowledge than creativity, or analyzing, or evaluating and applying what they've learned. And in a Google-world, it's just not true. Here's what I propose. In the 21st century, we flip Bloom's taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it. Shelley Wright