taxonomy training 061207

8/4/2019 Taxonomy Training 061207

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Objectives Participants will understand

The revised Blooms taxonomy.

How the taxonomy can help teachers aligninstruction and assessments with standards.

(see sources in handbook)


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Do you recall the originaltaxonomy with the 6 major

categories of learning? Cognitive Domain

Knowledge Comprehension

Application Analysis Synthesis

Evaluation


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HowHow do you use Blooms

Taxonomy in theclassroom?


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Why was the originaltaxonomy revised?

Cognitive research revealed that learningwas not linear. It did not always occur in

this designated order (e.g., analysis mayhave to precede understanding.) Over the years, too many verbs were used

(and misused) to describe the levels. Type of knowledge makes a difference. The original taxonomy was not designed

for K-12 curricula.


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Bloom Revised Bloom

Remember

Apply

Understand

Analyze

Evaluate

Create Evaluation

Analysis

Synthesis

Application

Comprehension

Knowledge


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The Revised

Taxonomy Reflects two dimensions of learning:

Cognitive processes (with only 19verbs---actually gerunds)

Types of knowledge


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THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION

K N O W L E D G E D I M E N S I O N


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THE TAXONOMY TABLE

D6D5D4D3D2D1D. Metacognitive

Knowledge

C6C5C4C3C2C1C. ProceduralKnowledge

B6B5B4B3B2B1B. ConceptualKnowledge

A6A5A4A3A2A1A. FactualKnowledge

1.REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZEDifferentiating

OrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATEGenerating

PlanningProducing


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Students will learn the major exports of the various SouthAmerican countries .

THE COGNITIVE PROCESS DIMENSION

THEKNOWLEDGEDIMENSION

1. REMEM

BER

2. UNDERSTA

ND

3. APPLY

4. ANALYZE

5. EVALU

ATE

6. CREATE

A. FACTUAL KNOWLEDGE

xB. CONCEPTUAL KNOWLEDGE

C. PROCEDURAL KNOWLEDGE

D. META- COGNITIVE KNOWLEDGE


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The revised taxonomy is atool for teachers .

Key to understanding the new State academicstandards.

Common language (a standard vocabulary) toguide curriculum decisions across subjectareas.

Useful framework for analyzing and aligningunits of instruction, teaching methods, andclassroom assessment.


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Content of the RevisedTaxonomy

See taxonomy tables 1-3.

Lets look at the explanationsand examples .


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See Table 1 for

KnowledgeDimensions


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A. Factual Know ledge

Basic elements students must know to beacquainted with a discipline or solve

problems in it.

Sub-types:Aa. Knowledge of terminology

Ab. Knowledge of specific details andelements


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Examples of Factual Knowledge

1812

William Shakespeare 4 x 3 = 12 >


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Standards on Factual

Knowledge

Students will

1. identify prominent inventors and scientistsof this period.

2. remember the rules for using commas,

semi-colons, and colons.3. Recall numbers counting 1-20.


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B. Conceptual Knowledge

The interrelationships among the basicelements within a larger structure thatenables them to work together.

Sub-types:Ba. Knowledge of classifications and categories

Bb. Knowledge of principles and generalizationsBc. Knowledge of theories, models, and

structures


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What is a concept?

A category or group of things with features (attributes)


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Conceptual Knowledge

Has to be taught by defining the attributesand with multiple examples and non-examples (some of which are near-misses);

can be abstract or concrete .Examples: Dog

JusticeTable Love

Equal parts


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Standards on Conceptual

Knowledge Students will

1. distinguish between inherited traits and thoseacquired from environmental factors.

2. evaluate sources for accuracy, bias, andcredibility.

3. use Boyles law for gas pressure to solve givenproblems.


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C. Procedural Knowledge

How to do something: methods of inquiry,and criteria for using skills, algorithms,techniques, and methods

Sub-types:Ca. Knowledge of subject-specific skills and

algorithms

Cb. Knowledge of subject-specific techniques andmethods

Cc. Knowledge of criteria for determining when to

use appropriate procedures


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Examples of Procedural

Knowledge

In math, algorithms for performing longdivision In science, methods for designing experiments

In ELA, implementing the writing process


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Standards on Procedural

Knowledge Students will

1. Demonstrate the steps for dribbling abasketball.

2. Carry out procedures to measure and

record daily weather conditions.3. Use order-of-operation rules appropriately

to solve problems.


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D. Metacognitive Knowledge

Knowledge of cognition in general as well asawareness and knowledge of one's own cognition

(thinking about your thinking)

Sub-types:Da. Strategic knowledge

Db. Knowledge about cognitive tasks,including appropriate contextual andconditional knowledge

Dc. Self-knowledge


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Examples & Non-examples of Metacognitive Knowledge

Examples:1. Knowing when to use mnemonic strategies, paraphrasing,

summarizing, questioning, note-taking, or outlining toattain a learning goal.

2. Realizing that your study session will be more productiveif you work in the library rather than at home

3. Knowing that the science textbook chapters have to be

studied differently from novels.Non-examples: Standards that ask the student to

A. outline the structure of local government. (B)

B. identify the authors perspective in a literary work. (B)


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CLUES:How do you know youre dealingwith Metacognitive Knowledge ?

Assessments will be subjective and divergent. It would not be directly assessed on a standardized

test.

Difficult to measure via paper and pencil tests---bestdone through classroom discussion and observation orexamination of individual student work.


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See Table 2

for definitions andexamples of

cognitive processes


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1. Remember

Retrieving relevant knowledge from long termmemory (verbatim, unchanged by student)

Cognitive Processes:1.1 Recognizing (identifying)1.2 Recalling (retrieving)

Remembering is essential for meaningful learningand problem-solving. Used in more complex tasks.


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Examples of Remember

1) Identify the date the US joined WW II.

a. 1841 b. 1917 c. 1941 d. 1945

2) List the five steps of the scientificmethod in order.


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There is a significant difference

between the Remember and allthe other categories.

Remember = rote learning

All others = meaningful learning(transfer)

Rote learning requires students to remember what theylearned. Transfer requires students to remember but also

make sense of what they have learned.


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2. Understand Constructing meaning from instructional

messages, including oral, written, andgraphic communication

More cognitive processes are associatedwith this category than any other category

Most represented in state standards Critical for all further learning


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2. Understand (continued)

7 specific cognitive processes 2.1 Interpreting (clarifying, paraphrasing,

representing, translating)

2.2 Exemplifying (illustrating, instantiating)2.3 Classifying (categorizing, subsuming)2.4 Summarizing (abstracting, generalizing)2.5 Inferring (concluding, extrapolating,

interpolating, predicting)2.6 Comparing (contrasting, mapping, matching)2.7 Explaining (constructing causative models)


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Examples of Understand

a) Classify the following (unfamiliar) organismsas vertebrates or non-vertebrates.

b) Explain the causes of the American Revolution.c) Give examples of various kinds of chemical

compounds.d) Represent number sentences expressed in

words as algebraic equations expressed insymbols.


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3. Apply

Carry out or use a procedure in agiven situation.

Cognitive processes:3.1 Executing (carrying out) using a

procedure on familiar tasks (exercises);has a fixed sequence of steps

3.2 Implementing using a procedure onunfamiliar tasks (problems); student hasto select technique or method & oftenchange sequence (e.g., a flowchart)


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Examples of Apply

a) Add 3-digit numbers.b) Use the most effective, efficient, and

affordable method of conducting aresearch study to address a specificresearch question.

l


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4. Analyze Break material into its constituent parts and

determine how the parts relate to one another andto an overall purpose.

Cognitive processes:4.1 Differentiating [e.g. the relevant from theirrelevant parts]

4.2 Organizing [The ways that elements fit orfunction within the overall structures]4.3 Attributing [the underlying purpose or

perspective]

l f l


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Examples of Analyze

a) In reading a passage on the battle of

Camden, determine whether the author takesthe perspective of the Americans or theBritish.

b) Select the major points in research reports.

c) Read a textbook lesson on statistics andgenerate a matrix that includes eachstatistics name, formula, and the conditionsunder which it should be used.


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Do you assess your students

with cold reading?

Many assessments simply ask studentsto do something with readings that havebeen discussed in class---which taps

memorization more often thanunderstanding, much less analysis.


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5. EvaluateMake judgments based on criteria and

standards.

Cognitive processes:5.1 Checking [testing for internal

consistencies or fallacies in an

operation or product]5.2 Critiquing [judging a product or

operation based on externally imposedcriteria and standards.]


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Examples of Evaluate

a) Apply the International ExaminationBoard criteria to judge the quality of a

choral performance.

b) Determine whether a scientist's conclusion

follows from the observed data noted inthe report.


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6. Create

Put elements together to form a coherent orfunctional whole; reorganize elements into

a new pattern or structure.

Phases:

6.1 Generating (Hypothesizing) based on criteria

6.2 Planning (Designing) devising a solution6.3 Producing (Constructing) constructing an

original product based on 6.1 and 6.2


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Examples of Create

a) Given the laws of physics, hypothesize asto why the movement of atoms could not

be tracked.

a) Develop a technological design for a

product that meets designatedspecifications.


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ACTIVITY: Task 1

Each group will use the standardsworksheet and for each standard :

1. Identify the object(s) and verb(s).2. Identify the Knowledge and

Cognitive processes.3.Identify its intent/focus.


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Where have all

the words gone?Below are words you wont find inthe revised taxonomy or in the newstate standards. Why do you thinkthey were excluded?

Describe, list, discuss, skill, problem- solving, explore, develop, learn, accept, appreciate, enjoy, reflect


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MOST POPULATED CELLS IN STATE STANDRDS

THE COGNITIVE PROCESS DIMENSION

THEKNOWLEDGEDIMENSION

1. REMEM

BER

2. UNDERSTA

ND

3. APPLY

4. ANALYZE

5. EVALU

ATE

6. CREATE

A. FACTUAL KNOWLEDGE

A1B. CONCEPTUAL KNOWLEDGE B2C. PROCEDURAL KNOWLEDGE

C3

D. META- COGNITIVE KNOWLEDGE


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ACTIVITY: Task 2

1. Identify the object(s) and verb(s).

2. Identify its intent/focus.3. Rewrite the standard.4. Identify the Knowledge and

Cognitive processes.


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Lets talk about some of

the uses of the taxonomy


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Teachers can plot out an entireunit on the taxonomy table to

create a visual picture of alignment or misalignment withthe standards.


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1Rememb

2Understan

3Apply

4Analyze

5Evaluat

6Create

AFactual

B

ConceptualACTIVITY

1

ASSESS A

STANDARD / OBJECTIVE

ACTIVITY 2

ASSESS B

ACTIVITY7

CProcedural ACTIVITY 3

ASSESS D ASSESS C

ACTIVITY

6

DMeta-

CognitiveACTIVITY 4 ACTIVITY 5

Unit Alignment Overlay : Show for each unit thestandards, activities, and assessments on same matrix.


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More value for

taxonomy The connection between the standards and the

PACT will be clearer. PACT items will be

written at the cognitive level of the verb in thestandard.

Its not connected to any curriculum or program ---so its a useful framework for analyzing or planning units of instruction in anyphilosophical framework.

Analysis of Grades 6 - 8 Science Standards (2005)


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Analysis of Grades 6 - 8 Science Standards (2005) Using Bloom's Revised Taxonomy

B-2 UnderstanConceptualKnowledge

72%

C-3 Apply ProceduralKnowledge

9%

A-1 RememberFactual

KnowledgeB-4 AnalyzeConceptualKnowledge

6%

B-5 EvaluateConceptualKnowledge

1%

B-6 CreateConceptua

lKnowledge

C i f S i A I d S S d d


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Comparison of Science Assessment Items and State Standards Grades 6 - 8

9%

72%

9%3%

46%

1%1%

52%

A-1Remember

Factual

Knowledge

B-2UnderstandConceptual

Knowledge

C-3 ApplyProceduralKnowledge

B-6Create

Conceptual

Knowledge

State Standards

ClassroomAssessment Items


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Instructional Strategies

See handout (P. 6) on suggestionsfor teaching different types of

standards/objectives.

Also, see Marzanos nine

researched-based instructionalstrategies on P. 8.

Grade-level Standards Covered in K-5


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* Alignment for Grade 3 is high because of the commonemphasis on the multiplication tables.

Grade level Standards Covered in K 5Math Textbooks


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