Duplin County Schools

Principal’s Meeting

December 2011

Revised Bloom’s Taxonomy A Tool for Rigor and Alignment

Company

LOGO

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

2

Company

LOGO

3

Learning Targets

Participants will :

Understand RigorUnderstand Revised Bloom’s TaxonomyApply RBT to Evaluate Curriculum,

Instruction, and Assessment Alignment

3

Company

LOGO

4

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.

4

Company

LOGO

5

GRADE 6

Company

LOGO

6

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.

6

Company

LOGO

7

Two Dimensions

7

D6 D5 D4 D3 D2 D1D. Metacog-nitive

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. REMEMBER

RecognizingRecalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATE

CheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

TEACHERCENTERED

STUDENT

CENTERED

Company

LOGO

8

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

8

Company

LOGO

9

RBT: Levels of Knowledge

FactualConceptualProceduralMetacognitive

Company

LOGO

10

Factual Knowledge

Basic elements Terminology Specific details

and elements

Company

LOGO

11

Conceptual Knowledge

Knowledge of more complex, organized knowledge forms to include:

Classifications and categories Principles and generalizations Theories, models, and structures

Company

LOGO

12

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

Company

LOGO

13

Metacognitive Knowledge

Knowledge of cognition in general Awareness and knowledge of one’s own

cognition Strategic Cognitive tasks

Contextual Conditional

Self-knowledge

Company

LOGO

14

RBT: Cognitive Domains

Remember Understand Apply Analyze Evaluate Create

14

Company

LOGO

15

Remember

Retrieve relevant knowledge from long-term memory by: Recognizing—Identifying Recalling—Retrieving

Company

LOGO

16

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

Company

LOGO

17

Apply

Carry out or use a procedure in a given situation by: Executing—carrying out Implementing—using

Company

LOGO

18

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

Company

LOGO

19

Evaluate

Make judgments based on criteria and standards by: Checking—coordinating, detecting,

monitoring, testing Critiquing—judging

Company

LOGO

20

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

Company

LOGO

21

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

Company

LOGO

22

Two Dimensions

22

D6 D5 D4 D3 D2 D1D. Metacog-nitive

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. REMEMBER

RecognizingRecalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATE

CheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

TEACHERCENTERED

STUDENT

CENTERED

Company

LOGO

23

Tagging on the Taxonomy

23

,

Company

LOGO

24

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

24

Instruction and formative assessment

Instruction and formative

assessment

Standard

Instruction and formative

assessment

Instruction and formative and

summative assessment

Company

LOGO

25

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

Company

LOGO

26

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.

Company

LOGO

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

27

Old

Standard Course

of Study

Company

LOGO

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

28

New

Common Core

Company

LOGO

29

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

29

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.

Company

LOGO

30

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

7

C

Procedural

ACTIVITY 3

ASSESS D

ASSESS C

ACTIVITY

6

D

Meta-Cognitive

ACTIVITY 4

ACTIVITY 5

Unit Alignment Overlay

Company

LOGO

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.

31

B – 2

Company

LOGO

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!

32

Company

LOGO

33

Getting Rigor Right

Article Review Creating a Common Instructional

Framework for Duplin County Schools

33

Company

LOGO

21st Century Learners

34Source: National Training Laboratories: Bethel, Maine

Company

LOGO

35

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.

35

Company

LOGO

36

Closing Thoughts

36

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.