Revised Bloom’s Taxonomy - PowerPoint Presentation

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Revised Bloom’s Taxonomy A Tool for Rigor and AlignmentSlide2

INDIVIDUALLY COMPLETE THE FOLLOWING STATEMENT:

I Would Know That Teaching And Learning In A Classroom

or School Were Rigorous if….List all indicators that come to your mindFind a partner and share listPair with another pair and agree on items to report out

Writing to Learn Activity

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Learning Targets

Participants will :

Understand Rigor

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 effort to

measure and increase classroom rigor

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

Great Job!Slide6

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Big Ideas

Rigor

is the expectation that students will be able to perform at levels of

cognitive complexity

necessary for proficiency at each grade level, and 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

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D6

D5

D4

D3

D2

D1

D. Metacog-nitive

Knowledge

C6

C5

C4

C3

C2

C1

C. Procedural

Knowledge

B6

B5

B4

B3

B2

B1

B. Conceptual Knowledge

A6

A5

A4

A3

A2

A1

A. Factual Knowledge

1.

REMEMBER

Recognizing

Recalling

2.

UNDERSTAND

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

3.

APPLY

Executing

Implementing

4.

ANALYZE

Differentiating

Organizing

Attributing

5.

EVALUATE

Checking

Critiquing

6.

CREATE

Generating

Planning

Producing

Cognitive

Knowledge

TEACHER

CENTERED

STUDENT

CENTEREDSlide8

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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

Emphasizes explanation and description of subcategoriesDescribes 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

ConceptualProcedural

MetacognitiveSlide10

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Factual Knowledge

Basic elements

TerminologySpecific details and elementsSlide11

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Conceptual Knowledge

Knowledge of more complex, organized knowledge forms to include:

Classifications and categories

Principles and generalizations

Theories, models, and structuresSlide12

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Procedural Knowledge

Knowledge of how to do something

Methods of inquiryCriteria for using skills, algorithms, techniques, and methods

Criteria for determining when to use appropriate proceduresSlide13

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Metacognitive Knowledge

Knowledge of cognition in general

Awareness and knowledge of one’s own cognitionStrategicCognitive tasks

Contextual

Conditional

Self-knowledgeSlide14

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RBT: Cognitive Domains

Remember

Understand

Apply

Analyze

Evaluate Create

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Remember

Retrieve relevant knowledge from long-term memory by:

Recognizing—IdentifyingRecalling—RetrievingSlide16

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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

Classifying- Determining that something belongs to a categorySummarizing- Abstracting a general them or major pointsInferring- 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 systemSlide17

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Apply

Carry out or use a procedure in a given situation by:

Executing—carrying outImplementing—usingSlide18

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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 purpose by:

Differentiating

discriminating, distinguishing, focusing, selecting

Organizing

finding coherence, integrating, outlining, structuring

Attributing deconstructingSlide19

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Evaluate

Make judgments based on criteria and standards by:

Checking—coordinating, detecting, monitoring, testing

Critiquing—judgingSlide20

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Create

Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure by:

Generating—hypothesizing

Planning—designing

Producing—constructingSlide21

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Putting Knowledge and Action Together

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 intersectionSlide22

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Two Dimensions

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D6

D5

D4

D3

D2

D1

D. Metacog-nitive

Knowledge

C6

C5

C4

C3

C2

C1

C. Procedural

Knowledge

B6

B5

B4

B3

B2

B1

B. Conceptual Knowledge

A6

A5

A4

A3

A2

A1

A. Factual Knowledge

1.

REMEMBER

Recognizing

Recalling

2.

UNDERSTAND

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

3.

APPLY

Executing

Implementing

4.

ANALYZE

Differentiating

Organizing

Attributing

5.

EVALUATE

Checking

Critiquing

6.

CREATE

Generating

Planning

Producing

Cognitive

Knowledge

TEACHER

CENTERED

STUDENT

CENTEREDSlide23

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Tagging on the Taxonomy

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,Slide24

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Alignment to Standard

1. Remember

2. Understand

3.

Apply

4.

Analyze

5.

Evaluate

6.

Create

A.

Factual knowledge

B. Conceptual knowledge

C. Procedural knowledge

D.

Meta-cognitive knowledge

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Instruction and formative assessment

Instruction and formative assessment

Standard

Instruction and formative assessment

Instruction and formative and summative assessmentSlide25

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On the matrix…

Where

does the learning take place?

Where

does the instruction take

place?

Where is the assessment?

Has alignment been achieved?

Questions to ask when taggingSlide26

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S-V-O

Circle verb. Underline the object (noun phrase).

Rephrase the standard so that students and parents have a clear idea of what is expected.

Determine the appropriate cell on the taxonomy.Slide27

Instructional Intent = Alignment

WHAT IS THE INTENT OF THE FOLLOWING OBJECTIVE?

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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Old

Standard Course

of StudySlide28

Instructional Intent = Alignment

WHAT IS THE INTENT OF THE FOLLOWING OBJECTIVE?

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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New

Common CoreSlide29

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Examples: Dimensions

1. Remember

2. Understand

3.

Apply

4.

Analyze

5.

Evaluate

6.

Create

A.

Factual knowledge

B. Conceptual knowledge

C. Procedural knowledge

D.

Meta-cognitive knowledge

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Students should learn to use laws of electricity and magnetism to solve problems

Activity: Ask students to classify different types of problems

Activity: Multiply two-digit numbers.

Activity: Remember strategies for monitoring decisions and choices. Slide30

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Unit Alignment OverlaySlide31

Alignment ActivityUSE THE REVISED BLOOM’S CHART AND ALIGN THE FOLLOWING 4th GRADE HISTORY OBJECTIVE FROM THE NC ESSENTIAL STANDARDS.

Summarize the change in cultures, everyday life and status of indigenous American Indian groups in NC before and after European exploration.

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B –

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Alignment ActivityPick one of your grade level objectives from the bag provided.Tag where it fits on the Taxonomy Chart Select one from your group and…Write one instructional activity that aligns

Write one oral question that aligns

Write one test question that alignsBe prepared to report and explain your products!

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Getting Rigor Right

Article Review

Creating a Common Instructional Framework for Duplin County Schools

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21st Century Learners34

Source: National Training Laboratories

: Bethel, MaineSlide35

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Suggested Next Steps…

Teacher snapshots/walkthroughs will create an awareness of rigor and 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

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Man’s mind stretched to a new idea never goes back to its original dimensions.

(Oliver Wendell Holmes)

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.