Transcript Revised Bloom’s Taxonomy Building Knowledge for Success Trey Michael Mary Jo Nason

Revised Bloom’s Taxonomy
Building Knowledge for Success
Trey Michael
Marketing Consultant
[email protected]
Mary Jo Nason
Special Assistant for Curriculum
[email protected]
GOALS FOR TODAY
• Understand RBT and its impact on the
newly-published courses
• Anticipate issues for implementing RBT
courses within LEAs
• Discuss ways to assist teachers with
implementation
Professional Development Model
STEPS
1. Understand structure and purpose of RBT
2. Understand RBT and the published courses
3. Develop aligned objectives, teaching activities and
assessments
4. Help others with understanding of RBT
So, Why is RBT Important?
• Provides common framework (lens) for
understanding objectives by limiting the verbs so
that a common understanding of intended
cognitive processes across courses and subjects
is more likely
• Provides a way to examine alignment
Reducing the Number of Verbs:
A Lesson from Mathematics
•
•
•
•
•
•
•
•
•
•
Add
Analyze
Apply
Approximate
Build
Classify
Collect
Communicate
Compare
Compute
•
•
•
•
•
•
•
•
•
•
Connect
Consolidate
Construct
Contrast
Convert
Create
Describe
Determine
Develop
Display
A few more . . .
•
•
•
•
•
•
•
•
•
•
Divide
Draw
Estimate
Examine
Explain
Extend
Evaluate
Find
Formulate
Graph
•
•
•
•
•
•
•
•
•
•
Identify
Interpret
Investigate
Justify
Label
List
Locate
Make
Model
Monitor
And they keep on comin’
•
•
•
•
•
•
•
•
•
•
Multiply
Order
Organize
Plot
Produce
Recognize
Reflect
Select
Show
Simplify
•
•
•
•
•
•
•
Solve
State
Subtract
Translate
Understand
Use
Write
What is RBT?
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
The Original Bloom’s Taxonomy
1958
The RBT Taxonomy Table
KNOWLEDGE DIMENSION
COGNITIVE PROCESS DIMENSION
The RBT Taxonomy Table
KNOWLEDGE DIMENSION
COGNITIVE PROCESS DIMENSION
1.
2.
REMEMBER UNDERSTAND
Recognizing Interpreting
Recalling
Exemplifying
Classifying
Summarizing
Inferring
Comparing
Explaining
4.
3.
ANALYZE
APPLY
Executing Differentiating
Implementing Organizing
Attributing
5.
EVALUATE
Checking
Critiquing
6.
CREATE
Generating
Planning
Producing
1. REMEMBER
We say a student can remember if he/she can retrieve relevant
knowledge from long-term memory.
•Recognize (identify)
•Recall (retrieve)
2. UNDERSTAND
We say a student can understand if he/she
can:
• Interpret (paraphrase or act out)
• Exemplify (find or give examples)
• Classify (place in categories)
• Summarize (often in 25 words or less)
• Infer (make predictions)
• Compare (similarities and differences)
• Explain (cause and effect model)
3. APPLY
We say a student can apply if he/she can
carry out or use a procedure in a given
situation.
•Execute (carry out a procedure for a familiar task)
•Implement (use a procedure for an unfamiliar
task)
The RBT Taxonomy Table
KNOWLEDGE DIMENSION
COGNITIVE PROCESS DIMENSION
The RBT Taxonomy Table
KNOWLEDGE DIMENSION
Concrete
Factual
Knowledge
Conceptual Knowledge
Procedural Knowledge
Metacognitive
Knowledge
Abstract
A. FACTUAL KNOWLEDGE
Basic elements students must know to be
acquainted with a discipline or solve
problems in it.
•Knowledge of terminology
•Knowledge of specific
details and elements
B. CONCEPTUAL
KNOWLEDGE
B.
Conceptual Knowledge
Interrelationships among the basic elements within
a larger structure that enable them to function
together.
•Knowledge of classifications and categories
•Knowledge of principles and generalizations
•Knowledge of theories, models and structures
C. PROCEDURAL KNOWLEDGE
How to do something, methods of inquiry and
criteria for using skills, algorithms, techniques and
methods.
•Knowledge of subject-specific skills
and algorithms
•Knowledge of subject-specific
techniques and methods
•Knowledge of criteria for determining
when to use appropriate procedures
THE TAXONOMY TABLE
1.
2.
REMEMBER UNDERSTAND
KNOWLEDGE
DIMENSION
A
FACTUAL
KNOWLEDGE
Recognize
Recall
A1
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
3.
APPLY
C
PROCEDURAL
KNOWLEDGE
D
METACOGNITIVE
KNOWLEDGE
5.
EVALUATE
Execute Differentiate Check
Critique
Implement Organize
Attribute
B2
B
CONCEPTUAL
KNOWLEDGE
4.
ANALYZE
C3
6.
CREATE
Generate
Plan
Produce
WHAT ARE THE DIFFERENCES?
A look back…
• Shorter
• Only 25 verbs
• Emphasis shifted from memorization to
understanding
S V O Objective Format
S = Subject: students
V = Verb: from cognitive process domain
(limited to 25 from RBT table)
O = Object: content student is intended to learn
(from knowledge domain)
The RBT Regional Training Group will UNDERSTAND
RBT and its impact on the newly-published courses.
FOUR FUNDAMENTAL
CURRICULUM QUESTIONS
• THE LEARNING QUESTION
• THE INSTRUCTION QUESTION
• THE ASSESSMENT QUESTION
• THE ALIGNMENT QUESTION
Would you tell me please, which way I ought to
go from here?" asked Alice.
"That depends a great deal on where you want to
go to," said the Cat.
"I don't much care, where," said Alice.
"Then it doesn't matter which way you go," said
the Cat.
Lewis Carroll, Alice in Wonderland
THE LEARNING QUESTION
1. How is the course (learning) structured so everyone
has common understanding of the learning goals?
2. What is MOST important for students to learn in the
limited classroom time available?
(What is important to know vs. what is nice to know?)
CURRICULUM DESIGN
1.What are the BIG OVERRIDING IDEAS for a
course?
2.Using Graphic Organizer #1, examine one
course and report two places where you
found the BIG IDEAS for that course.
WHAT A DIFFERENCE A VERB MAKES!
How many different verbs can you find on
blueprints?
Share and report out.
What can we learn about a course from these
verbs?
WHAT DO THE PERCENTAGES SAY
ABOUT A COURSE?
Using Graphic Organizer #2, what is the
largest percentage you can find on a
blueprint?
What is the smallest percentage you can find
on a blueprint?
What is the significance of these % for
teachers and instruction?
THE INSTRUCTION QUESTION
How does one plan and deliver instruction that
will result in high levels of learning for large
numbers of students?
A COURSE IS LIKE A BRIDGE
UNPACKED CONTENT
WHERE
STUDENTS
ARE
WHERE WE WANT
STUDENTS TO BE
What is the alternative to this process?
Unpacking Content
Bridge with an Aerial View
WHERE
STUDENTS
ARE
UNPACKED CONTENT
Activity
1
2
3
4
5
6
7
Sequence and Flow of Activities
Sequence and Flow of
Activities
WHERE WE
WANT
STUDENTS
TO BE
UNPACKED CONTENT
• Where is it found?
• What is it called?
ANSWER THE QUESTION
Q: What is the major purpose of unpacked
content?
A: Unpacked content connects TO the students.
The need to “unpack” content is based on the fact
that much content in an unfamiliar course or
subject is not “learner friendly.”
“Unpacking” content means making it palatable
and understandable for students.
RELATIONSHIPS
What is the relationship between the RBT
designation, objective, and the unpacked
content?
ANSWER THE QUESTION
What is the relationship between the:
• objective
• unpacked content
• instructional activities
• relevancy
Using Graphic Organizer #3, find examples
for four different verbs.
ANSWER THE QUESTION
• What did you observe about the sequence of
the activities for an objective?
• Using Graphic Organizer #4, give a specific
example of what you observed.
• Of what importance is this to teachers?
THE ASSESSMENT QUESTION
How do you know if students learned
what was intended?
REVISED BLOOM’S TAXONOMY (RBT)
COGNITIVE PROCESS DIMENSION
1.
2.
REMEMBER UNDERSTAND
KNOWLEDGE
DIMENSION
A
FACTUAL
KNOWLEDGE
B
CONCEPTUAL
KNOWLEDGE
C
PROCEDURAL
KNOWLEDGE
D
METACOGNITIVE
KNOWLEDGE
Recognize
Recall
Most
testing
Interpret
Exemplify
Classify
Summarize
Infer
Compare
Explain
2/3 standards
6 states
3.
APPLY
4.
ANALYZE
5.
EVALUATE
Execute Differentiate Check
Critique
Implement Organize
Attribute
6.
CREATE
Generate
Plan
Produce
FORMATIVE VS SUMMATIVE
ASSESSMENT
• Do curriculum guides provide any formative or
summative assessment?
• Find examples to support your response to the
question.
ITEM BANKS
• Assessing different cells of Taxonomy Table
Verbs tell how to assess
• Use of item forms to write questions
ITEM FORMS
Henry Ford’s philosophy was to perfect the Model T. His goal was to
reduce costs allowing more people to afford the car. Which concept did
Henry Ford adopt?
Production ←
Product
Selling
Societal marketing
Harris Teeter offers customers the option of online grocery shopping. Its
goal is to deliver value to customers in a way that maintains or improves
both the customer’s and the society’s well-being. What concept did Harris
Teeter adopt?
Production
Product
Selling
Societal marketing ←
THE ALIGNMENT QUESTION
How do you make sure all the pieces
(objectives, instruction, and assessment)
fit together?
ALIGNMENT
USING THE
TAXONOMY
TABLE
Objectives
Assessments
Instructional
Activities/Materials
Remember
Understand
Factual
Conceptual
Procedural
MetaCognitive
X
Apply
Analyze
Evaluate
Create
IMPROVED ALIGNMENT
Objectives
Assessment
Students
Instructional Activities/
Materials
WHY IS ALIGNMENT IMPORTANT?
• Increases student’s opportunity to learn (more time is spent on
more important things)
• Increases the validity of assessments. With valid
assessments, students can demonstrate they have, in fact,
learned.
• Enables teachers to be (and be seen as) more successful.
More effective teachers develop a “can do” attitude, which has
been found to be a central factor in continuing teacher
effectiveness.
THE BIG QUESTION
What is the most unique feature you
found for use in instruction?
THE LAST BIG QUESTION
How can you assist teachers
with implementation?
Teaching During the Field
Test Year
REQUIREMENTS FOR TEACHERS
Submit anticipated grades for all students
• In column P
• Based exclusively on student performance
relative to the course competencies and
objectives.
• Behavior and attendance SHOULD NOT be
considered
REQUIREMENTS FOR TEACHERS, cont..
Complete on-line survey
• Purpose: provide constructive feedback (i.e.,
what is really good; what changes need to be
made)
• Access to the survey through a hyperlink from
your IM Coordinator (VoCATS).
• The survey is to be completed within 10 days
prior to the mid term and end of the course
test.
To complete the on-line survey teachers will
need to:
• Keep notes as they teach the course (either
using journals or writing on post-its that can
be placed at appropriate places in the
curriculum guides)
• Understand how to examine the curriculum
guide
FIELD TEST TRADE-OFFS
• The only way to make sure the released and
secure items are of equal difficulty, on average, is
to field test ALL items and then divide the items
into “secure” and “released” groups based on the
results.
• As a consequence, there will be no “released” (or
“classroom”) items available during the field test
year. After the first year, however, you will have
increased confidence in the comparability of the
released and secure items in terms of their
validity, reliability, and difficulty.
QUESTIONS??
In compliance with federal law, including the provisions
of Title IX of the Education Amendments of 1072, N.C.
Public Schools does not discriminate on the basis of race,
sex, religion, color or national or ethic origin, age,
disability, or military service in its policies, programs,
activities, admissions or employment.
Inquiries or complaints should be directed to:
The Office of Curriculum and School Reform Services
6307 Mail Service Center
Raleigh, NC 27699-6307
Telephone (919) 807-3761; fax (919) 807-3767