an abbreviated presentation.ppt
TRANSCRIPT
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Understanding How To Apply Revised Bloom’s Taxonomy
Moving Toward Complete Alignment In Social Studies
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Understanding how to use the Revised Bloom’s Taxonomy (RBT) to align classroom instruction and assessment to the new social studies essential standards.
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Today’s Presentation Will Assist Participants With:
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Pre-Assessment
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Pre-Assessment
AnswerThe RBT Taxonomy Table should be used to help determine the learning experiences and assessment tasks for which you ask students to participate.
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Question # 1
How should you use the table below in instruction and assessment?
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Pre-AssessmentQuestion #2
True or False? The assessment below is aligned to the clarifying objective.CO: Summarize the change in cultures, everyday life, and status of indigenous American Indian groups in
North Carolina before and after European exploration.
Assessment:The lives of American Indians were changed when Europeans came to the New World . Tell how farming, hunting and everyday life within their tribes changed for the American Indians.
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Answer
FalseAn Appropriate Assessment:Have the student read a passage that describes changes in American Indians’ culture and lives.
Read the passage above and write a few sentences describing how life changed for American Indians as a result of European exploration of the New World.
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NC’s New Lens: Revised Bloom’s Taxonomy (RBT)
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Revised Bloom’s Taxonomy (RBT) Provides a common language for all
curriculum areas by indicating what a learning or assessment task was intended to measure by cognitive type
by type of knowledge
Provides a framework that may “help teachers plan and deliver appropriate instruction, design valid assessment tasks and strategies, and ensure that instruction and assessment are aligned with the objectives.” (p.xxii)
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The Alignment Question
How does one ensure that objectives, instruction and assessment are consistent with one another?
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The Structure of Curriculum
Esse
ntial
Stand
ards/C
larify
ing Obje
ctive
sClassroom Assessments
Learning Experiences/Performance Tasks
Materials and EquipmentImage of students with globe. Image no. 3Q1675 Photo by Will & Deni McIntyre
Students
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The 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
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Content Alignment “Does the teacher teach and
assess the factual, conceptual, and procedural knowledge
outlined in the curriculum?”What is Written…
What is Taught…
What is Tested…
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“Do the students get to work
and think at the level the
curriculum prescribes?”
Cognitive Type Alignment
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Context Alignment “Are the parameters of the
assessment reasonably similar to
the parameters of the instruction?”
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Learning occurs best when there is a purposeful process that creates complete
alignment.
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Directions:
By yourself, classify the 13 original colonies according to which were New England, Middle or Southern. (2 minutes )
Let’s Perform A Quick ActivityThirteen Original Colonies1.Virginia2.Rhode Island3.Georgia4.New York5.Delaware6.New Jersey7.North Carolina8.South Carolina9.Pennsylvania10.Massachusetts11.New Hampshire12.Maryland13.Connecticut
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Directions:
Using the map place the 13 colonies with their correct alphabet and indicate numerically the chronological order each was established from 1 to 13. (2 minutes )
Now, Let’s Assess
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How Did You Do?
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The Cognitive Dimension Is The Alignment For Standards &
AssessmentThe RBT Verbs
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RememberRetrieving relevant knowledge from long term memory… (verbatim, unchanged by student)
Cognitive Processes: 1.1 Recognizing (identifying)
1.2 Recalling (retrieving)
Remembering is essential for meaningful learning and problem-solving.
It is used in more complex tasks.
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Recall Or Recognition?
http://www.youtube.com/watch?v=o1RjI7G8rFw&feature=related
Question
What is the effect if the teacher does not clarify the
differences between RECOGNIZE and RECALL when
preparing an assessment?
AnswerThe assessment will be misaligned with the objective and possibly
instruction.
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The line of demarcation among the 6 cognitive categories is REMEMBER
Remember rote learning
All others meaningful learning (transfer)
Rote learning requires students to remember
what they learned.
Transfer requires students to remember but
also make sense of what they have learned.
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Understand
Constructing meaning from instructional messages,
including oral, written and graphic communication
Cognitive Processes: 2.1 Interpreting 2.2 Exemplifying 2.3 Classifying 2.4 Summarizing 2.5 Inferring 2.6 Comparing 2.7 Explaining
Understand cognitive processes are the most represented in state standards
More cognitive processes are associated with this category than any other category
The learner grasps the meaning of information by interpreting and translating what has been learned.
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An Assessment Example
Cognitive Processes
Clarifying Objective Example Assessment
Summarize CE.PFL.2.2 Summarize various types of fraudulent solicitation and business practices.
Read the following article:http://topics.nytimes.com/top/reference/timestopics/subjects/f/frauds_and_swindling/ponzi_schemes/index.html?inline=nyt-classifier
or
Watch the following clip:http://www.youtube.com/watch?v=SsSGZezvuSg Summarize in three sentences or less the fraudulent business practice described in either the article or video clip.
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An Assessment ExampleCognitive Processes
Clarifying Objective Example Assessment
Explain WH.6.1 Explain how new ideas and theories of the universe altered political thought and affected economic and social conditions.
Construct a cause and effect graphic organizer explaining how a scientific or enlightened thinker’s ideas impacted political, economic, or social conditions in 17TH & 18TH century America.
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Cognitive Processes: 4.1 Differentiating [e.g. the relevant from the irrelevant parts.]
4.2 Organizing [Identifying the elements of a communication or situation and recognizing how they fit together in a coherent structure. The student builds systematic and coherent connections among pieces of presented information.]
4.3 Attributing [the underlying purpose or perspective – reading between the lines.]
Analyze Break material into its constituent parts and determine how
the parts relate to one another and to an overall purpose.
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Examples of Assessing AnalyzeCognitive
Processes Of Analyze
Example Learning Objective
Example Assessment
Differentiating
Organizing
Attributing
The student will distinguish the major and minor points in research reports.
Circle the main points in an archeological report on an ancient Mayan city.
The student will structure a
historical description into
evidence for and against a
particular explanation.
Write an outline that shows which facts, in the book Ancient Maya: The Rise and Fall of a Rainforest Civilization, support and which facts do not support the conclusion that the decline of the civilization was caused by influences of the Europeans.
The student will determine
the point of view of the
author of an essay on a
controversial topic.
Determine if a report on the decline of the Mayan rainforest was written from a pro-environmental or pro-economic point of view.
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Cognitive Processes: 5.1 Checking [testing for
internal consistencies or fallacies
in an operation or product –
check as you go along]
5.2 Critiquing [judging a product
or operation based on externally
imposed criteria and standards.]
EvaluateMake judgments based on criteria and standards.
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Examples of Assessing Evaluate
Cognitive Processes Of
Evaluate
Example Learning Objective
Example Assessment
Checking
Critiquing
The student will check for internal inconsistencies in persuasive messages.
Watch a television advertisement for a political candidate and point out any logical flaws in the persuasive message.
The student will judge the merits of a product, effect or occurrence based on specified or agreed upon criteria and standards.
Evaluate key points in a
political candidate’s
speech in terms of the
potential impact each point
may have on citizens.
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When you combine the verbs (cognitive processes)
with the nouns (knowledge) you end up with a
two-dimensional table.
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Analyze colonization in terms of the desire for
access to resources and markets as well as the
consequences on indigenous cultures,
population, and environment .
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Construct maps, charts, and graphs to
explain data about geographic phenomena.
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Directions:1.Working with a group or a partner, determine where the clarifying objective you are working with lies on the Taxonomy Table.
2.With your group or partner come up with a classroom assessment for the clarifying objective.
(5 minutes )
Choose to work with either the middle or high school objective.
Middle School6.H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions (e.g. Mongol
invasion, The Crusades, the Peopling of the Americas and Alexander the Great).
High SchoolWH.5.2 Explain the causes and effects of exploration and expansion.
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Your Turn To Practice
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Some Conclusions About RBT To solve shared problems in instruction and
assessment, we need a shared system of classification (an agreed upon taxonomy).
That shared taxonomy provides a common way to ensure that instruction and assessment are aligned with the objectives and a common language to talk about them.
Without a shared taxonomy, learning, instruction and assessment have the potential to be all over the place.
RBT is our shared
taxonomy!
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