video 5: mapping the terrain: what should they know about it and how deeply?

Video 5: Mapping the Terrain: What Should They Know About It and How Deeply?

What kinds of ideas do you want students to learn?

What kinds of ideas do you want students to learn?

• Think of a topic you’ve taught

• What kinds of things does a student need to do to show they have expertise in that topic?

COGNITIVE ABILITIESFacts: Terminology, information, detailsConcepts: Classifications, reasoning,

principles.

PROCEDURES & SKILLS: Techniques, methods, problem-solving

(routine and non-routine). “Thinking like a….”.

First: Different types of learning

METACOGNITIVESelf-awareness

about what helps you learn; studying & learning strategies.

ATTITUDES & BELIEFSAppreciate, enjoy, value.

What type of knowledge is being described in this learning objective?

Chemistry: Identify whether elements in the same row in the periodic table share similar physical and chemical properties.

A. CognitiveB. Procedural/skillsC. MetacognitiveD. Attitudes and beliefs

Courtesy University of Colorado Boulder

What type of knowledge is being described in this learning objective?

Physics: Recognize that the world is not mysterious and unpredictable, but is governed by natural laws.

A. CognitiveB. Procedural/skillsC. MetacognitiveD. Attitudes and beliefs

Courtesy University of Colorado Boulder

What type of knowledge is being described in this learning objective?

Probability: Identify common misconceptions about probability

A. CognitiveB. Procedural/skillsC. MetacognitiveD. Attitudes and beliefs

Courtesy Derek Bruff, Vanderbilt University

What type of knowledge is being described in this learning objective?

Geology: Use primary data to determine the potential cause of an environmental problem.

A. CognitiveB. Procedural/skillsC. MetacognitiveD. Attitudes and beliefs

Courtesy Science Education Initiative, University of Colorado Boulder

There is another way we can analyze learning objectives

What do you notice about these goals from the Three Pigs?

• Describe the main characters in the story, and their roles

• Defend the use of the “rule of threes” as a literary technique in a story

• Apply the literary techniques learned in class to your own writing.

What do you notice about these goals?

• Describe the main characters in the story, and their roles• Explain the usefulness of the “rule of threes” as a literary

technique• Apply the literary techniques learned in class to your own

writing.

A. It’s clear how they would be assessedB. They use a variety of different verbsC. Students are expected to develop a variety of skillsD. Some are simple, others are more complexE. All of the above

What do you notice about these goals?

• Describe the main characters in the story, and their roles• Explain the usefulness of the “rule of threes” as a literary

technique• Apply the literary techniques learned in class to your own

writing.

A. It’s clear how they would be assessedB. They use a variety of different verbsC. Students are expected to develop a variety of skillsD. Some are simple, others are more complexE. All of the above

create

evaluate

analyze

apply

understand

remember

Bloom’s Taxonomy

Level 1: Remembering

Can the student recall basic facts and concepts?• Relevant verbs: Define, duplicate, list,

memorize, repeat

Example: List the steps of photosynthesis

create

evaluate

analyze

apply

understand

remember

Level 2: Understanding

Can the student explain ideas and concepts?• Relevant verbs: Classify, describe, discuss,

explain, identify, locate, recognize, translate

Example: Describe the relationship between velocity and speed.

create

evaluate

analyze

apply

understand

remember

Level 3: Applying

Can the student use information in new situations?• Relevant verbs: Implement, solve, use,

demonstrate, interpret, sketch

Example: Draw a diagram of the process of photosynthesis create

evaluate

analyze

apply

understand

remember

Level 4: AnalyzingCan the student draw connections between ideas, or interpret ideas?• Relevant verbs: Differentiate, organize,

compare, contrast, relate, experiment

Example: Compare and contrast mitosis and meiosis.

create

evaluate

analyze

apply

understand

remember

Level 5: EvaluatingCan the student justify a stand or decision?• Relevant verbs: Appraise, argue, defend,

judge, select, support, value, critique

Example: Evaluate whether this experiment demonstrates a specified set of principles.

create

evaluate

analyze

apply

understand

remember

Level 6: CreateCan the student produce new or original work?• Relevant verbs: Design, assemble, constrct,

develop, formulate, author, investigate

Example: Design a map to follow the path of a carbon atom from the atmosphere through the cycle of photosynthesis and respiration.

create

evaluate

analyze

apply

understand

remember

Recall facts and basic concepts?define, duplicate, list, memorize, repeat, state

Explain ideas or concepts?classify, describe, discuss, explain, identify, locate, recognize, report, select, translate

Use information in new situations?execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch

Draw connections among ideas?differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test

Justify a stand or decision?appraise, argue, defend, judge, select, support, value, critique, weigh

Produce new or original work?Design, assemble, construct, conjecture, develop, formulate, author, investigate

Can the student…

create

evaluate

analyze

apply

understand

remember

Bloom’s Taxonomy

create

evaluate

analyze

apply

understand

remember

Bloom’s Taxonomy