revised bloom’s taxonomy a tool for rigor and alignment
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Duplin County Schools
Principal’s MeetingDecember 2011
Revised Bloom’s Taxonomy A Tool for Rigor and Alignment
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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 mind Find a partner and share list Pair with another pair and agree on items to
report out
Writing to Learn Activity
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Learning Targets
Participants will :
Understand RigorUnderstand Revised Bloom’s TaxonomyApply 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
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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 D1D. Metacog-nitiveKnowledge
C6 C5 C4 C3 C2 C1C. ProceduralKnowledge
B6 B5 B4 B3 B2 B1B. Conceptual Knowledge
A6 A5 A4 A3 A2 A1 A. Factual Knowledge
1. REMEMBER
RecognizingRecalling
2.UNDERSTAND
InterpretingExemplifyingClassifying
SummarizingInferring
ComparingExplaining
3.APPLY
ExecutingImplementing
4.ANALYZE
DifferentiatingOrganizingAttributing
5.EVALUATE
CheckingCritiquing
6.CREATE
GeneratingPlanning
Producing
TEACHERCENTERED
STUDENTCENTERED
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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
subcategories Describes 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
FactualConceptualProceduralMetacognitive
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Factual Knowledge
Basic elements Terminology Specific details
and elements
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Conceptual Knowledge
Knowledge of more complex, organized knowledge forms to include:
Classifications and categories Principles and generalizations Theories, models, and structures
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Procedural Knowledge
Knowledge of how to do something Methods of inquiry Criteria for using skills, algorithms,
techniques, and methods Criteria for determining when to use
appropriate procedures
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Metacognitive Knowledge
Knowledge of cognition in general Awareness and knowledge of one’s own
cognition Strategic Cognitive tasks
Contextual Conditional
Self-knowledge
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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—Identifying Recalling—Retrieving
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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 category Summarizing- Abstracting a general them or major points Inferring- 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 system
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Apply
Carry out or use a procedure in a given situation by: Executing—carrying out Implementing—using
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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 deconstructing
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Evaluate
Make judgments based on criteria and standards by: Checking—coordinating, detecting,
monitoring, testing Critiquing—judging
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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—constructing
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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 intersection
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Two Dimensions
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D6 D5 D4 D3 D2 D1D. Metacog-nitiveKnowledge
C6 C5 C4 C3 C2 C1C. ProceduralKnowledge
B6 B5 B4 B3 B2 B1B. Conceptual Knowledge
A6 A5 A4 A3 A2 A1 A. Factual Knowledge
1. REMEMBER
RecognizingRecalling
2.UNDERSTAND
InterpretingExemplifyingClassifying
SummarizingInferring
ComparingExplaining
3.APPLY
ExecutingImplementing
4.ANALYZE
DifferentiatingOrganizingAttributing
5.EVALUATE
CheckingCritiquing
6.CREATE
GeneratingPlanning
Producing
TEACHERCENTERED
STUDENTCENTERED
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Tagging on the Taxonomy
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,
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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 assessment
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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 tagging
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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.
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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 Study
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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 Core
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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.
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1 Remember
2 Understand
3 Apply
4 Analyze
5 Evaluate
6 Create
A
Factual
B
Conceptual
ACTIVITY
1
ASSESS A
STANDARD / OBJECTIVE
ACTIVITY 2
ASSESS B
ACTIVITY
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C
Procedural
ACTIVITY 3
ASSESS D
ASSESS C
ACTIVITY
6
D
Meta-Cognitive
ACTIVITY 4
ACTIVITY 5
Unit Alignment Overlay
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Alignment Activity
USE 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 – 2
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Alignment Activity
Pick 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 aligns
Be 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 Learners
34Source: National Training Laboratories: Bethel, Maine
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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.
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