what is rbt?
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Recognize the framework of Revised Bloom’s Taxonomy(RBT)
Identify basic correlations of RBT to Common Core & Essential Standards
Understand how RBT can be used to help teachers develop higher level instruction & increase student engagement
Participate & receive activities that can be modeled and implemented
Objectives
Warm-up RBT Background and Information Text Protocol Reflective Discussion Metacognitive Learning Curriculum Correlation Ticket out the Door
Agenda
Benjamin Bloom was a faculty member at the University of Chicago who recognized that everyone teaches based on the way that they see the world.
In 1956, he developed a hierarchy of intellectual behavior that streamlined how objectives are taught and assessed.
Most widely used cognitive model of learning.
Bloom’s Taxonomy
The practice of classifying items into categories.
Blueprints, Curriculum Guides, etc. Grouped into categories for easier
training. Very simple to very complex. Classified by
Course>Unit>Competencies>Objectives
Taxonomy
During the 1990's a group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work.
Dr. Anderson was contracted by the NCDPI to help revise curriculum and curriculum documents.
Revised Bloom’s Taxonomy - RBT
RBT allows for effective alignment among objectives, instruction & assessments through Common Core & Essential Standards.
RBT is designed to provide academic rigor from the student perspective.
Academic rigor is increased when we move from rote learning to meaningful learning.
Academic rigor is also increased when we expect students to routinely engage in cognitive processes associated with analyze, evaluate, and create.
RBT provides a framework to align with 21st Century Teaching & Learning.
Why RBT?
Text Protocol
Please find the article in packet titled: “The Taxonomy Table, Objectives, and Instructional Time”.
This is an excerpt from A Taxonomy For Learning, Teaching, and Assessing.
You will have 3-5 minutes to read the article. Please make notes and/or highlight things that “strike you the most”.
Text Protocol You will need to
form groups of three in your area.
Every person will have 2 minutes to share your thoughts and ideas from the article.
If you finish before your 2 minutes are complete, your group will sit in silence.
The timekeeper will tell you when the next person can talk.
On the timekeeper’s cue, you will repeat this step until all three group members have shared.
Your group will have 2 minutes for open discussion at the end.
Divided into Two Specific Dimensions: Cognitive Dimension
How students learn? What activities do they engage in?
Knowledge Dimension What we want them to learn? What content do they need to understand?
Revised Bloom’s Taxonomy
THE TAXONOMY TABLECOGNITIVE PROCESS DIMENSION
FACTUAL KNOWLEDGE
KNOWLEDGE
DIMENSION
1. REMEMBERRecognizingRecalling
2.UNDERSTANDInterpretingExemplifyingClassifyingSummarizingInferringComparingExplaining
3.APPLYExecutingImplementing
4.ANALYZEDifferentiatingOrganizingAttributing
5.EVALUATECheckingCritiquing
6.CREATEGeneratingPlanningProducing
CONCEPTUAL KNOWLEDGE
PROCEDURAL KNOWLEDGE
METACOGNITIVE KNOWLEDGE
• Remember
• Apply
• Understand
• Analyze
• Evaluate
• Create• Evaluation
• Analysis
• Synthesis
• Application
• Comprehension• Knowledge
Bloom’s Revised Bloom’s
Cognitive Dimension
Remember
Retrieve relevant knowledge from long-term memory.
Can the student recognize or recall information?
Verbs: Identify, Retrieve, Define,
Duplicate, List, Memorize, Repeat, Reproduce, State
Understand
Construct meaning from instructional messages, including oral, written, and graphic communication.
Can the student explain ideas or concepts?
Verbs: Interpret or Paraphrase, Exemplify,
Classify, Categorize, Summarize, Infer, Make a Prediction, Compare, Explain, Cause and Effect
Apply
Carry out or use a procedure in a given situation.
Can the student use the information in a new way?
Verbs: Execute or Carry out a
Procedure, Implement, Display or Demonstrate,
Analyze Break material into its parts and determine
how the parts relate to one another and to an overall structure or purpose.
Can the student distinguish between the different parts?
Verbs: Differentiate, Distinguish or Discriminate;
Organize, Outline or Structure; Attribute or Deconstruct.
Evaluate
Make judgments based on criteria and standards.
Can the student justify a stand or decision?
Verbs: Checking, Monitoring,
Question or Test; Critique or Judge
Create
Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.
Can the student create new product or point of view?
Verbs: Generate or Hypothesize;
Plan or Design; Produce or Construct; Invent
You will find chart paper located in six areas around the room.
At each area is a set of markers. On each paper is one of three key RBT questions. In groups of 10-12, you will respond to each
question on paper and without talking. You will have 5 minutes to write and respond to the
question and/or what others have posted. The timekeeper will tell you when to begin. A Chalk Talk can be an uncomplicated silent
reflection or a spirited, but silent, exchange of ideas.
CHALK TALK
Groups will conduct a Gallery Walk to review and discuss the responses.
You will begin at your area by discussing the comments and responses given.
You will have 2 minutes at each of the three questions on your side of the room.
The timekeeper will tell you when to move.
GALLERY WALK
What do teachers do to increase student engagement?
What do teachers do to develop higher-level thinking skills?
How can we put students in charge of their own learning while also developing their ability to think critically and creatively?
Key RBT Questions
Factual Knowledge Conceptual
Knowledge Procedural
Knowledge Metacognitive
Knowledge
FOUR TYPES OF KNOWLEDGE
The basic elements students must know to be acquainted with a discipline or solve problems in it. Knowledge of
terminology Knowledge of
specific details and elements
Factual Knowledge
The interrelationships among the basic elements within a larger structure that enable them to function together. Knowledge of
classifications and categories
Knowledge of principles and generalizations
Knowledge of theories, models and structures
Conceptual Knowledge
Procedural Knowledge How to do something,
methods of inquiry and criteria for using skills, algorithms, techniques and methods. Knowledge of subject-
specific skills and algorithms Knowledge of subject-
specific techniques and methods
Knowledge of criteria for determining when to use appropriate procedures
Knowledge of cognition in general as well as awareness and knowledge or one’s own cognition. Strategic knowledge Knowledge about cognitive tasks,
including appropriate contextual and conditional knowledge
Self-knowledge How did I get that answer?
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 verbs provide clues to the cognitive processes students
should be exposed to during the learning process.
IMPORTANCE OF VERBS IN RBT
• Remember
• Apply
• Understand
• Analyze
• Evaluate
• Create
The student will carry out pH tests of water samples. (C3)
The student will be able to create a product based on the principles and elements of design. (B6)
The student will recall how to do CPR. (C1)
Sample Objectives
THE TAXONOMY TABLE
D6 D5 D4 D3 D2 D1D. Metacognitive
Knowledge
C6 C5 C4 C3 C2 C1C. Procedural
Knowledge
B6 B5 B4 B3 B2 B1B. Conceptual Knowledge
A6 A5 A4 A3 A2 A1 A. Factual Knowledge
1. REMEMBERRecognizingRecalling
2.UNDERSTANDInterpretingExemplifyingClassifyingSummarizingInferringComparingExplaining
3.APPLYExecutingImplementing
4.ANALYZEDifferentiatingOrganizingAttributing
5.EVALUATECheckingCritiquing
6.CREATEGeneratingPlanningProducing
For the three “lower-level” cognitive process categories (remember, understand, and apply), teachers have a MORE DIRECT role to play in facilitating student learning.
For the three “higher-level” cognitive process categories (analyze, evaluate, and create), teachers must play a LESS DIRECT role if they are to be effective.
Do you think the same is true for the Knowledge Dimension?
The Nature of Teaching Changes Between “Apply” and “Analyze”
Where Are Teachers’ Comfort Zone?
D6 D5 D4 D3 D2 D1D. Metacognitive
Knowledge
C6 C5 C4 C3 C2 C1C. Procedural
Knowledge
B6 B5 B4 B3 B2 B1B. Conceptual Knowledge
A6 A5 A4 A3 A2 A1 A. Factual Knowledge
1. REMEMBERRecognizingRecalling
2.UNDERSTANDInterpretingExemplifyingClassifyingSummarizingInferringComparingExplaining
3.APPLYExecutingImplementing
4.ANALYZEDifferentiatingOrganizingAttributing
5.EVALUATECheckingCritiquing
6.CREATEGeneratingPlanningProducing
With understanding of RBT concepts, we can plan more effective instruction, design more valid assessments, and increase the alignment among objectives, assessments, and instruction.
Think, Pair, Share
Anderson, L.W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for Learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman.
Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: Handbook I: Cognitive domain. New York: David McKay.
Overbaugh, Richard D. & Shultz, Lynn. “Bloom’s Taxonomy.” Bloom’s Taxonomy. Old Dominion University. June 8, 2011. http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Anderson, L.W. and Krathwohl, D.R., A Taxonomy for Learning,Teaching, and Assesing: A Revision of Bloom’s Taxonomy of Educational Objectives, Longman, 2001.
http://at.ccconline.org/faculty/wiki/Teaching_Resources_-_Other_Resources_-_Blooms_Taxonomy
http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy#toc2 http://livebinders.com/play/play_or_edit/16770
References
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