Revised Bloom’s TaxonomyBuilding Knowledge for Success
Trey MichaelTrey Michael Mary Jo NasonMary Jo NasonMarketing ConsultantMarketing Consultant Special Assistant for CurriculumSpecial Assistant for [email protected] [email protected]@dpi.state.nc.us
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?
EvaluationEvaluation
SynthesisSynthesis
AnalysisAnalysis
ApplicationApplication
ComprehensionComprehension
KnowledgeKnowledgeThe Original Bloom’s Taxonomy
1958
The RBT Taxonomy TableThe RBT Taxonomy Table COGNITIVE PROCESS DIMENSION
KN
OW
LED
GE
DIM
ENSI
ON
The RBT Taxonomy TableThe RBT Taxonomy Table COGNITIVE PROCESS DIMENSION
KN
OW
LED
GE
DIM
ENSI
ON
1. REMEMBERRecognizing
Recalling
2.UNDERSTAND
InterpretingExemplifyingClassifying
SummarizingInferring
ComparingExplaining
3.APPLY
ExecutingImplementing
4.ANALYZE
DifferentiatingOrganizingAttributing
5.EVALUATECheckingCritiquing
6.CREATE
GeneratingPlanning
Producing
1. REMEMBERWe say a student can remember if he/she can retrieve relevant
knowledge from long-term memory.
•Recognize (identify)•Recall (retrieve)
2. UNDERSTAND
• 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)
We say a student can understand if he/she can:
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 TableThe RBT Taxonomy Table COGNITIVE PROCESS DIMENSION
KN
OW
LED
GE
DIM
ENSI
ON
Factual Factual KnowledgeKnowledge
Conceptual KnowledgeConceptual Knowledge
Procedural KnowledgeProcedural Knowledge
Metacognitive Metacognitive KnowledgeKnowledge
Concrete
Abstract
The RBT Taxonomy TableThe RBT Taxonomy Table
KNOWLEDGE DIMENSION
•Knowledge of terminology
•Knowledge of specific details and elements
Basic elements students must know to be acquainted with a discipline or solve
problems in it.
A. FACTUAL KNOWLEDGE
B. Conceptual Knowledge
•Knowledge of classifications and categories
•Knowledge of principles and generalizations
•Knowledge of theories, models and structures
Interrelationships among the basic elements within a larger structure that enable them to function
together.
B. CONCEPTUAL KNOWLEDGE
•Knowledge of subject-specific skills and algorithms
•Knowledge of subject-specific techniques and methods
•Knowledge of criteria for determining when to use appropriate procedures
How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and
methods.
C. PROCEDURAL KNOWLEDGE
A1
B2
C3
KNOWLEDGE KNOWLEDGE DIMENSIONDIMENSION
AAFACTUAL FACTUAL
KNOWLEDGEKNOWLEDGE
BBCONCEPTUALCONCEPTUAL
KNOWLEDGEKNOWLEDGECC
PROCEDURAL PROCEDURAL KNOWLEDGEKNOWLEDGE
DDMETACOGNITIVEMETACOGNITIVE
KNOWLEDGEKNOWLEDGE
1. REMEMBER
2. UNDERSTAND
3. APPLY
4. ANALYZE
5. EVALUATE
6. CREATE
RecognizeRecall
InterpretExemplifyClassify
SummarizeInfer
CompareExplain
ExecuteImplement
DifferentiateOrganizeAttribute
CheckCritique
GeneratePlan
Produce
THE TAXONOMY TABLETHE TAXONOMY TABLE
•Shorter
•Only 25 verbs
•Emphasis shifted from memorization to understanding
WHAT ARE THE DIFFERENCES?WHAT ARE THE DIFFERENCES?
A look back…
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.
• THE LEARNING QUESTION
• THE INSTRUCTION QUESTION
• THE ASSESSMENT QUESTION
• THE ALIGNMENT QUESTION
FOUR FUNDAMENTAL CURRICULUM QUESTIONS
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?
WHERESTUDENTS
ARE
UNPACKED CONTENT
WHERE WE WANT
STUDENTS TO BE
A COURSE IS LIKE A BRIDGE
What is the alternative to this process?
Unpacking ContentUnpacking Content
WHERESTUDENT
SARE
UNPACKED CONTENT
WHERE WE WANT STUDENTS TO BE
7 65 432Activit
y 1
Bridge with an Aerial View
Sequence and Flow of Activities
Sequence and Flow of Activities
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?
Most testing
2/3 standards6 states
REVISED BLOOM’S TAXONOMY (RBT)REVISED BLOOM’S TAXONOMY (RBT)
COGNITIVE PROCESS DIMENSION
KNOWLEDGE KNOWLEDGE DIMENSIONDIMENSION
AAFACTUAL FACTUAL
KNOWLEDGEKNOWLEDGEBB
CONCEPTUALCONCEPTUALKNOWLEDGEKNOWLEDGE
CCPROCEDURAL PROCEDURAL KNOWLEDGEKNOWLEDGE
DDMETACOGNITIVEMETACOGNITIVE
KNOWLEDGEKNOWLEDGE
1. REMEMBER
2. UNDERSTAND
3. APPLY
4. ANALYZE
5. EVALUATE
6. CREATE
RecognizeRecall
InterpretExemplifyClassify
SummarizeInfer
CompareExplain
ExecuteImplement
DifferentiateOrganizeAttribute
CheckCritique
GeneratePlan
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 TableVerbs tell how to assess
• Use of item forms to write questions
ITEM FORMSHenry 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 ←ProductSellingSocietal 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?ProductionProductSellingSocietal marketing ←
THE ALIGNMENT QUESTION
How do you make sure all the pieces (objectives, instruction, and assessment)
fit together?
ALIGNMENTUSING THETAXONOMY TABLE
Objectives Assessments
Instructional Activities/Materials
Remember Understand Apply Analyze Evaluate Create
Factual
Conceptual X
Procedural
Meta-Cognitive
IMPROVED ALIGNMENT
Objectives
Assessment
Instructional Activities/ Materials
StudentsStudents
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
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.
REQUIREMENTS FOR TEACHERS, cont..
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??
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Amendments of 1072, N.C. Public Schools does not discriminate on the basis of race, sex,
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programs, activities, admissions or employment.
Inquiries or complaints should be directed to:
The Office of Curriculum and School Reform Services6307 Mail Service CenterRaleigh, NC 27699-6307
Telephone (919) 807-3761; fax (919) 807-3767