Transcript What Does a Proficient Student Know and Do?

Principal’s Meeting
December 2011
Duplin County Schools
Revised Bloom’s Taxonomy
A Tool for Rigor and Alignment
Writing to Learn Activity
INDIVIDUALLY COMPLETE THE
FOLLOWING STATEMENT:
I Would Know That Teaching And Learning In
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A Classroom or School Were Rigorous if….
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 List all indicators that come to your mind
 Find a partner and share list
 Pair with another pair and agree on items to
report out
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Learning Targets
Participants will :
Understand
Rigor
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Understand Revised Bloom’s Taxonomy
Apply RBT to Evaluate Curriculum,
Instruction, and Assessment Alignment
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Workshop Goal
The goal for this session is:
Facilitate instructional leaders in a collaborative
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effort to measure and increase classroom rigor
LOGO
in order to meet the demands of Common
Core/Essential Standards implementation and the
goals of the District-Wide Early College Initiative.
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GRADE 6
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LOGO
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Big Ideas
 Rigor is the expectation that students
will be able to perform at levels of
cognitive complexity necessary for
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proficiency at each grade level, and
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readiness for college and the workplace.
 Alignment of instruction and
assessment with standards/objectives
that are at those levels of cognitive
complexity is a critical part of increasing
rigor in schools.
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Two Dimensions
1.
2.
REMEMBER UNDERSTAND
Recognizing
Recalling
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LOGO
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
Executing
Implementing
Differentiating
Organizing
Attributing
Checking
Critiquing
Generating
Planning
Producing
A. Factual
Knowledge
A1
A2
A3
A4
A5
A6
B. Conceptual
Knowledge
B1
B2
B3
B4
B5
B6
C. Procedural
Knowledge
C1
C2
C3
C4
C5
C6
D. Metacognitive
Knowledge
D1
D2
D3
D4
D5
D6
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Value of Revised Bloom’s
More authentic tool for curriculum planning,
instructional delivery and assessment
 Applies to K−16 and beyond
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 Emphasizes explanation and description of
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subcategories
 Describes content and learning and provides
examples across subject areas
 Plots objectives, activities and assessments for
entire unit, ensuring alignment and rigor
 Helps develop a shared vocabulary
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RBT: Levels of Knowledge
 Factual
 Conceptual
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 Procedural
 Metacognitive
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Factual Knowledge
 Basic elements
 Terminology
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 Specific details
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and elements
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Conceptual Knowledge
Knowledge of more complex, organized
knowledge forms to include:
Classifications and categories
 Principles and generalizations
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 Theories, models, and structures

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Procedural Knowledge
 Knowledge of how to do something
 Methods of inquiry
 Criteria for using skills, algorithms,
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techniques, and methods
 Criteria for determining when to use
appropriate procedures
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Metacognitive Knowledge
 Knowledge of cognition in general
 Awareness and knowledge of one’s own
cognition
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LOGO
 Strategic
 Cognitive tasks


Contextual
Conditional
 Self-knowledge
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RBT: Cognitive Domains
 Remember
 Understand
LOGO
Apply
 Analyze
 Evaluate
 Create
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Remember
Retrieve relevant knowledge from longterm memory by:
 Recognizing—Identifying
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LOGO
 Recalling—Retrieving
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Understand
Construct meaning by:
 Interpreting- Changing from one form of representation to another
 Exemplifying- Finding a specific example or illustration of a concept
or principle
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 Classifying- Determining that something belongs to a category
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 Summarizing- Abstracting a general them or major points
 Inferring- Drawing a logical conclusion from presented information
 Comparing- Detecting correspondences between two ideas, objects
and the like
 Explaining- Constructing a cause-and-effect model of a system
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Apply
Carry out or use a procedure in a given
situation by:
 Executing—carrying out
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 Implementing—using
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Analyze
Break material into its constituent parts
and determine how the parts relate to one
another and to an overall structure or
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purpose
by:
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 Differentiating discriminating, distinguishing, focusing, selecting
 Organizing finding coherence, integrating, outlining, structuring
 Attributing deconstructing
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Evaluate
Make judgments based on criteria and
standards by:
 Checking—coordinating, detecting,
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LOGO
monitoring, testing
 Critiquing—judging
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Create
Put elements together to form a coherent
or functional whole; reorganize elements
into
a
new
pattern
or
structure
by:
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LOGO
 Generating—hypothesizing
 Planning—designing
 Producing—constructing
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Putting Knowledge and Action Together
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 Tagging the standards
involves placing the
appropriate knowledge level
with the appropriate cognitive
process
 Specifies the depth of mastery
necessary for success
 Must have both components
for the correct intersection
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Two Dimensions
1.
2.
REMEMBER UNDERSTAND
Recognizing
Recalling
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LOGO
Interpreting
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
Executing
Implementing
Differentiating
Organizing
Attributing
Checking
Critiquing
Generating
Planning
Producing
A. Factual
Knowledge
A1
A2
A3
A4
A5
A6
B. Conceptual
Knowledge
B1
B2
B3
B4
B5
B6
C. Procedural
Knowledge
C1
C2
C3
C4
C5
C6
D. Metacognitive
Knowledge
D1
D2
D3
D4
D5
D6
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Tagging on the Taxonomy
,
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LOGO
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Alignment to Standard
1.
Remember
Instruction and
A.
formative
Factual assessment
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knowledge
2.
Understand
3.
Apply
4.
Analyze
5.
Evaluate
6.
Create
Instruction and
formative assessment
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Instruction and
B.
formative
Conceptual
assessment
knowledge
C.
Procedural
knowledge
Instruction and
formative and
summative
assessment
Standard
D.
Metacognitive
knowledge
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Questions to ask when tagging
On the matrix…
 Where does the learning take place?
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
Where
does
the
instruction
take
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place?
 Where is the assessment?
 Has alignment been achieved?
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S-V-O
 Circle verb. Underline the object (noun
phrase).
 Rephrase the standard so that students
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LOGO
and parents have a clear idea of what is
expected.
 Determine the appropriate cell on the
taxonomy.
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Instructional Intent = Alignment
WHAT IS THE INTENT OF THE
FOLLOWING OBJECTIVE?
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LOGO
Compare
the shape, center, and spread of
univariate data using graphical displays,
quartiles, percentiles, outliers, mean and
standard deviation.
B – 2.6
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Instructional Intent = Alignment
WHAT IS THE INTENT OF THE
FOLLOWING OBJECTIVE?
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LOGO
Interpret
differences in shape, center, and
spread in the context of the data sets,
accounting for possible effects of extreme
data point (outliers).
B – 2.6
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Examples: Dimensions
1.
Remember
A.
Activity: Ask
Factual students to
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knowledge
classify different
2.
Understand
3.
Apply
4.
5.
6.
Analyze should
Evaluate
Students
learn to use Create
laws of electricity and
magnetism to solve problems
LOGO
types of problems
B.
Conceptual
knowledge
Activity: Multiply twodigit numbers.
C.
Procedural
knowledge
D.
Metacognitive
knowledge
Activity: Remember strategies for
monitoring decisions and choices.
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Unit Alignment Overlay
1
Remember
2
Understand
3
Apply
4
Analyze
5
Evaluate
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Create
A
Factual
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B
Conceptual
ACTIVITY
1
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ASSESS A
C
Procedural
ACTIVITY 2 ACTIVITY
STANDARD /
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OBJECTIVE
ASSESS B
ACTIVITY 3
ASSESS C
ACTIVITY
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ASSESS D
D
MetaCognitive
ACTIVITY 4
ACTIVITY 5
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Alignment Activity
USE THE REVISED BLOOM’S CHART AND ALIGN THE
FOLLOWING 4th GRADE HISTORY OBJECTIVE FROM
THE NC ESSENTIAL STANDARDS.
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LOGO
Summarize the change in cultures, everyday
life and status of indigenous American
Indian groups in NC before and after
European exploration.
B–2
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Alignment Activity
 Pick one of your grade level objectives
from the bag provided.
 Tag where it fits on the Taxonomy Chart
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LOGO
 Select one from your group and…



Write one instructional activity that aligns
Write one oral question that aligns
Write one test question that aligns
 Be prepared to report and explain your
products!
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Getting Rigor Right
 Article Review
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 Creating a Common Instructional
Framework for Duplin County
Schools
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21st Century Learners
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Source: National Training Laboratories: Bethel, Maine
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Suggested Next Steps…
Teacher snapshots/walkthroughs
will create an awareness of rigor and
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LOGO alignment in the classrooms.
Consider using the handouts provided to walk through teacher’s classrooms to
observe their use of RBT.
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Closing Thoughts
Man’s mind stretched to a new idea never goes back to its original
dimensions.
(Oliver Wendell Holmes)
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The very act of using the taxonomy can inform our
decisions and motivate us toward demanding higher
levels of rigor and preparing students for career,
college and life.
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