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The Revised Bloom’s Taxonomy: An Overview Think about all who are responsible for student achievement Student Achievement is a Shared Responsibility The Department of Public Instruction Deploys STANDARDS The District Designs LOCAL CURRICULUM The Teachers Design INSTRUCTION Importance of Alignment Alignment is an even stronger predictor of student achievement on standardized tests than are socioeconomic status, gender, race, and teacher effect. (Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989) Learning occurs best when there is: A purposeful process that aligns what is: – Written – Taught – Tested Attention to both: – Content – Cognitive Type Taxonomies are tools for aligning Bloom’s Taxonomy as a Framework A taxonomy of educational objectives “could do much to bring order out of chaos in the field of education. It could furnish the conceptual framework around which our descriptions of educational programs and experiences could be oriented. It could furnish a framework for the development of educational theories and research. It could furnish the scheme needed for training our teachers and for orienting them to the varied possibilities of education” (Bloom, 1949) Bloom’s is familiar to MOST educators Show old model Voiceover, “It has its limitations” Bloom’s is familiar to MOST educators Evaluation Synthesis Analysis Application Comprehension Knowledge It has limitations The single dimension of the original Bloom’s Taxonomy limits its utility in well aligned instructional design. INSTRUCTION Teachers provide learning experiences, aligned with local curriculum expectations, to prepare students to meet the standards set by the state These learning experiences are framed by objectives Objectives are statements of what a teacher wants students to learn as a result of the instruction provided. Standards are simply mandated objectives. The Common Format of Objectives Subject Verb S V Object O The SUBJECT is the Learner or the Student. The student (will) The student (should) The students (might) Quite often, the subject is implicit or understood. The verbs provide clues as to the cognitive process category intended by the person or persons writing the standard. Adopted from the original Bloom’s taxonomy of educational objectives, there are six cognitive process categories. Bloom • Evaluation Revised Bloom • Create • Synthesis • Evaluate • Analysis • Analyze • Application • Apply • Comprehension • Understand • Knowledge • Remember Each of the six cognitive process categories was divided into specific cognitive processes. Nineteen (19) specific cognitive processes were identified. Cognitive Processes Remember Understand Recognizing Recalling Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining Cognitive Processes (continued) Apply Analyze Evaluate Create Executing Implementing Differentiating Organizing Attributing Checking Critiquing Generating Planning Producing THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION 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 Unlike the verbs, the objects of the standards are subject-specific (e.g., math, science, social studies). The objects specify the CONTENT of the standard. For clarity, CONTENT was replaced by KNOWLEDGE. What are Differences Between Content and Knowledge? Content is subject-matter specific. If you focused on content, then, you would need as many taxonomies as there are subject matters (e.g., one for science, one for history, etc.). Content exists outside the student. A major problem, then, is how to get the content inside the student. When content gets inside the student, it becomes knowledge. This transformation of content to knowledge takes place through the cognitive processes used by the student. Four Types of Knowledge Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge HOT ARTICHOKE DIP (Serves 10 to 14) 2 14-oz cans artichoke hearts 16 oz. mayonnaise 1 c. grated Parmesan cheese Garlic salt (optional) ==================================== 1. Drain artichoke hearts. 2. Mash artichokes with fork. 3. Mix with mayonnaise, cheese, and garlic salt. 4. Bake at 350 degrees for 15 minutes or until cheese is melted. 5. Serve with crackers or party rye. THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION FACTUAL KNOWLEDGE CONCEPTUAL KNOWLEDGE PROCEDURAL KNOWLEDGE METACOGNITIVE 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 THE TAXONOMY TABLE 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 A. Factual Knowledge A1 A2 A3 A4 A5 A6 B. Conceptual Knowledge B1 B2 B3 B4 B5 B6 C. Procedural Knowledge C1 C2 C3 C4 C5 C6 D. Metacognitive Knowledge D1 D2 D3 D4 D5 D6 How it Works Explain the political alliances and policies that impacted the United States in the latter part of the 20th Century, including NATO, the UN, and OPEC Verb = Explain Object = the political alliances and policies that impacted the United States in the latter part of the 20th Century including NATO, the UN, and OPEC [Extraneous information] Verb = Explain = Understand Object = the political alliances and policies that impacted the United States in the latter part of the 20th Century = Conceptual Knowledge Summarize the provisions of the 13th, 14th, and 15th Amendments to the Constitution, including how the amendments protected the rights of African Americans and sought to enhance their political, social, and economic opportunities Verb = Summarize Object = Provisions of the 13th, 14th, and 15th Amendments to the Constitution Including how the amendments protected the rights of African Americans and sought to enhance their political, social, and economic opportunities [Extraneous information] Verb = Summarize = Understand Object = Provisions of the 13th, 14th, and 15th Amendments to the Constitution = Factual Knowledge THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining FACTUAL KNOWLEDGE Standard 2 CONCEPTUAL KNOWLEDGE Standard 1 PROCEDURAL KNOWLEDGE METACOGNITIVE KNOWLEDGE 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing The SVO format of standards in combination with the twodimensional structure of the Taxonomy Table allows us to classify standards so we better understand their intent and meaning in terms of student learning. Content Alignment This is about the rows in RBT “Does the teacher teach and test the topics listed in the curriculum?” Cognitive Type Alignment This is about the columns in RBT “Do the students get to work and think at the level the curriculum prescribes?” Additional Benefits Increase curriculum alignment Improve validity of assessments Improve quality of instruction Curriculum Alignment Assessments Objectives Curriculum Alignment Instructional Activities/ Materials Why is Alignment Important? Increases validity of assessment Increases students’ opportunity to learn Provides more accurate estimates of teaching effectiveness Permits better instructional decisions to be made Traditional Alignment What content is included in the objective? What content is included on the assessment(s)? Is the content included in the objective and/or on the assessment included in the instructional materials? If the content is the same, there is a high level of alignment. Importance of Alignment Alignment is an even stronger predictor of student achievement on standardized tests than are socioeconomic status, gender, race, and teacher effect. (Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989) Objectives Assessments ALIGNMENT USING THE TAXONOMY TABLE Instructional Activities Remember Factual Conceptual Procedural MetaCognitive Understand Apply Analyze Evaluate Create The Role of the Teacher Aligning Cognitive Type Remember The learner is able to recall, restate and remember learned information. – – – – – – – – Recognising Listing Describing Identifying Retrieving Naming Locating Finding Can you recall information? Remember in the Classroom Teacher roles Directs Tells Shows Examines Questions Evaluates Student roles Responds Absorbs Remembers Recognises Memorises Defines Describes Retells Passive recipient Task Stems for Remember Make a list of the main events of the story. Make a time line of events. Make a facts chart . Write a list of any pieces of information you can remember. Make a chart showing… Make an acrostic. Artifacts for Remember Make a list of the main events of the story. Make a time line of events. Make a facts chart . Write a list of any pieces of information you can remember. Make a chart showing… Make an acrostic. Understand The learner grasps the meaning of information by interpreting and translating what has been learned. – – – – – – – – Interpreting Exemplifying Summarising Inferring Paraphrasing Classifying Comparing Explaining Can you explain ideas or concepts? Understand in the Classroom Teacher roles Student roles Demonstrates Listens Questions Compares Contrasts Examines Explains Describes Outlines Restates Translates Demonstrates Interprets Active participant Task Stems for Understand State in your own words. Which are facts? What does this mean? Is this the same as. . .? Give an example. Select the best definition. What would happen if . . .? Explain what is happening. What part doesn't fit? Explain what is meant. What seems likely? Which statements support . . ? Artifacts for Understand Write in your own words… Make a cartoon strip showing the sequence of events . Write a brief outline to explain this story to someone else Explain why the character solved the problem in this particular way Write a summary report of the event. Prepare a flow chart to illustrate the sequence of events. Paraphrase this chapter in the book. Retell in your own words. Outline the main points. Use pictures to show a particular event. Illustrate what you think the main idea may have been. Apply The learner makes use of information in a context different from the one in which it was learned. – Implementing – Carrying out – Using – Executing Can you use the information in another familiar situation? Apply in the Classroom Teacher roles Shows Facilitates Observes Evaluates Organises Questions Student roles Solves problems Demonstrates use of knowledge Calculates Compiles Completes Illustrates Constructs Active Participant Task Stems for Apply Predict what would happen if Choose the best statements that apply Judge the effects What would result Tell what would happen Tell how, when, where, why Tell how much change there would be Artifacts for Apply Construct a model to demonstrate how it looks or works Practise a play and perform it for the class Make a diorama to illustrate an event Write a diary entry Take and display a collection of photographs to demonstrate a Make up a puzzle or a game about the topic. Write an explanation about this topic for others. Continue the story… particular point. Analyze The learner breaks learned information into its parts to best understand that information. – – – – – – – – Comparing Organising Deconstructing Attributing Outlining Finding Structuring Integrating Can you break information into parts to explore understandings and relationships? Analyze in the Classroom Teacher roles Probes Guides Observes Evaluates Acts as a resource Questions Organises Dissects Student roles Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigates Inquires Active participant Task Stems for Analyze Which events could not have happened? If. ..happened, what might the ending have been? How is...similar to...? What do you see as other possible outcomes? Why did...changes occur? Can you explain what must have happened when...? What are some or the problems of...? Can you distinguish between...? What were some of the motives behind..? What was the turning point? What was the problem…? Artifacts for Analyze Use a Venn Diagram to show how two topics are the same and different Design a questionnaire to gather information. Survey classmates to find out what they think about a particular topic. Analyse the results. Make a flow chart to show the critical stages. Classify the actions of the characters in the book Create a sociogram from the narrative Construct a graph to illustrate selected information. Make a family tree showing relationships. Devise a roleplay about the study area. Write a biography of a person studied. Prepare a report about the area of study. Conduct an investigation to produce information to support a view. Review a work of art in terms of form, colour and texture. Draw a graph Complete a Decision Making Matrix to help you decide which breakfast cereal to purchase Write a commercial to sell a new product Construct a graph to illustrate selected information. Make a family tree showing relationships. Write a biography of a person studied. Evaluate The learner makes decisions based on in-depth reflection, criticism and assessment. – – – – – – – – Checking Hypothesising Critiquing Experimenting Judging Testing Detecting Monitoring Can you justify a decision or course of action? Evaluate in the Classroom Teacher roles Clarifies Accepts Guides Student roles Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies Active participant Task Stems for Evaluate Is there a better solution to...? Judge the value of... What do you think about...? Can you defend your position about...? Do you think...is a good or bad thing? How would you have handled...? What changes to.. would you recommend? Do you believe...? How would you feel if. ..? How effective are. ..? Artifacts for Evaluate Write a letter to the editor Prepare and conduct a debate Prepare a list of criteria to judge… Write a persuasive speech arguing for/against… Make a booklet about five rules you see as important. Convince others. Form a panel to discuss viewpoints on…. Write a letter to. ..advising on changes needed. Write a half-yearly report. Prepare a case to present your view about... Complete a PMI on… Evaluate the character’s actions in the story Create The learner creates new ideas and information using what has been previously learned. – – – – – – – Designing Constructing Planning Producing Inventing Devising Making Can you generate new products, ideas, or ways of viewing things? Create in the Classroom Teacher roles Facilitates Extends Reflects Analyses Evaluates Student roles Designs Formulates Plans Takes risks Modifies Creates Proposes Active participant Task Stems for Create Can you design a...to...? Can you see a possible solution to...? If you had access to all resources, how would you deal with...? How could you devise your own way to...? What would happen if ...? How many ways can you...? Can you create new and unusual uses for...? Artifacts for Create Use the SCAMPER strategy to invent a new type of sports shoe Invent a machine to do a specific task. Design a robot to do your homework. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show play, puppet show, role play, song or pantomime about.. Design a new monetary system Develop a menu for a new restaurant using a variety of healthy foods Design a record, book or magazine cover for... Sell an idea Devise a way to... Make up a new language and use it in an example Write a jingle to advertise a new product. Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write a TV show play, puppet show, song or pantomime about.. Design a record, book or magazine cover for... Sell an idea What Kind of Thinking is This? Replace this drawing with an original sketch Carefully observe an adult butterfly The Knowledge Dimension A. Factual B. Conceptual C. Procedural D. MetaCognitive The Cognitive Process Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create describe the various body parts of an adult butterfly The Knowledge Dimension A. Factual B. Conceptual C. Procedural D. MetaCognitive The Cognitive Process Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create diagram the location of the body parts of an adult butterfly The Knowledge Dimension A. Factual B. Conceptual C. Procedural D. MetaCognitive The Cognitive Process Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create What Kind of Thinking is This? Get permission from Learn NC to use Use a triple Venn diagram to record what you know about dogs, humans and lizzards Use a triple Venn diagram to record what you know about dogs, humans and lizards The Knowledge Dimension A. Factual B. Conceptual C. Procedural D. MetaCognitive The Cognitive Process Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create