7Your handout that looks like this is a note-keeper graphic for you to jot a few key notions during the session. We’ll begin with the vertical (knowledge/rigor) Fold the paper up from the bottom so you can NOT SEE the words “Application Model” or the five descriptions across the horizontal axis. We will look at those later, but for now I will give you some key words and examples for identifying the 6 knowledge levels (Blooms).R
10Bloom’s Taxonomy Recall specific information Awareness Level: (Knowledge)Recall specific informationList, arrange, tell, underline, identify, locateEx: Recite Multiplication Facts
11Comprehension Level Two Understand or interpret informationDefine, explain, calculate,reword/restateExplain in your own words the rule forlong division.
12Application Level 3 Apply knowledge and understanding to a new situationSolve, operate, use, handle, applyUse math operations to solve a geometry problem.
13Analysis Level 4 Separate a complex idea into its components Categorize, simplify, examine, survey, break into partsCompare/contrast twogeometric figures by attributes.
14Synthesis Level 5 Combine knowledge to birth a new idea. Create, build, generate, reorganizeContribute from your intellect!Bring some information that wasn’t there before.Design a playhouse withspecified area and dimensions.
15Evaluation Level 6Choose an alternative in making a decision. Decide, classify, judge, prioritize, rank Determine whether an estimate or a precise answer is needed for a particular real-world problem.
16Knowledge Levels— Roller Skating 1) Identify the equipment2) Explain safety precautions3) Roller skate on level ground and then hills4) Examine skills and weaknesses5) Develop a plan for improvement6) Assess someone else’s skills
17Knowledge Levels -- Nutrition 1) Label foods by group2) Explain nutritional values of foods3) Eat balanced meals4) Study success in achieving nutritional goals5) Generate revised nutritional goals6) Appraise results of nutritional habits
18Knowledge Taxonomy 6 Evaluate spending habits of spouse Managing Resources6 Evaluate spending habits of spouse5 Set goals based on budget4 Match expenses to budget3 Buy something within budget2 Explain values1 Identify money
19Rigor (Cognitive Complexity) “Thumbs” Up for Analysis (4) Synthesis (5) Evaluation (6)“Thumbs Down” for Knowledge (1) Comprehension (2) Application (3)
201) Memorize names of capital cities in the USA. 2) Write a creative story about surviving in the wilderness.3) Use a balance to predict and determine equivalent values.4) Observe similarities and differences of fish heads and predict food sources.5) Measure angles with a protractor.6) On a model label the layers of Earth’s atmosphere.7) Compare the styles of two artists.
211) Memorize names of capital cities in the USA. Low2) Write a creative story, such as surviving in the wilderness.High3) Use a balance to predict and determine equivalent values.4) Observe similarities and differences of fish heads and predict food sources.5) Measure angles with a protractor.6) On a model label the layers of Earth’s atmosphere.7) Compare the styles of two artists.
24Sorting by Knowledge Level On the following screen you will see six knowledge statements (tasks). There will be one task for each of the Blooms Cognitive Levels.
25Bloom’s Knowledge Taxonomy 1. Awareness2. Comprehension3. Application4. Analysis5. Synthesis6. EvaluationAfter this slide, show a couple of examples on overhead of the six levels as they relate to one topic.
26Knowledge Level Statements Compare/contrast two story characters Rank characters in order of good to evil Restate definitions of vocabulary words Use vocabulary words in a written summary Write a new ending for the story Read the story
27Knowledge Level Solution 1)Read the story 2) Restate definitions of vocabulary words 3) Use vocabulary words in a written summary 4) Compare/contrast two story characters 5) Write a new ending for the story 6) Rank characters in order of good to evil
28PracticeMark the knowledge level for each of the eight statements on your handout. Gather in groups around someone who has a CPS responder. Enter the choices on the responder (#1 – 8)
29Before each of the next 8 slides will be a slide showing the distribution of responses from the audience. These will be pie graphs with percentages of responses for each choice.
30I cannot teach anybody anything, I can only make them think." “I cannot teach anybodyanything,I can onlymake them think."~ Socrates"I cannot teach anybody anything, I can only make them think." ~ Socrates
35Application Model 1. Knowledge in one discipline 2. Application within discipline3. Application across disciplines4. Application to real-world predictable situations5. Application to real-world unpredictable situations
37Application- Level One Within a strand Knowledge remains in the STRAND where it was learnedLiterature in literature classNumbers to Calculate Only
38Apply within a Subject Level Two Use the knowledge, attitude, or skills within the course curriculum (subject)Using knowledge/skills in various courses within a career cluster or departmentGrammar in Literature Physics in BiologyEconomics in US History Algebra in Geometry
39Apply Across Disciplines Level Three Use the knowledge, attitude, or skills in other subject areasUse grammar to prepare a history report.Math in Science
40Apply to Predictable Situations Level Four Use information to analyze and solve real problems with predictable solutionsPresent an original song to family and friends.Real-world but no consequences!
41Real World Unpredictable Situations Level 5 Use information to analyze and solve real problems with unknown solutions or outcomes.Sing in a school talent contest.KEY: Consequences!
42Relevance Interdisciplinary (3) Real World Predictable (4) or “Look to the Right” if the task is:Interdisciplinary (3)Real World Predictable (4) orUnpredictable (5)“Look to the Left” if task is:Within one strand (1) or Subject (2)
43Fine Arts – Write a song for your class play. SS – Research inventions of ancient civilizations.SCI – Construct models of molecules using toothpicks, marshmallows and gumdrops.MA – Find patterns indoors and outdoors.ELA – Create a Bill of Rights for your classroom.PE – Compare the rules of softball and baseball.
45Application Levels –Public Speaking 1) List characteristics of a good speech2) Give a presentation to your class3) Prepare a speech to defend your project in another subject/department4) Present a point of view on an issue at a public meeting5) As a student representative, respond to questions at a school board meeting
46Measurement of Area Construction Trades 1) Know formula for area2) Read a ruler3) Measure area of the hallway outside the classroom (Math)4) Calculate price to carpet a room with a known price and quality5) Price and quality would be subject to customer’s approval
47Music1) Read lines and spaces on the staff2) Apply vocal techniques and training to help play an instrument3) Count music with math skills4) Perform for parents.5) Perform in a public venue.
48Application Level Sorting Activity On the following slide you will see five application statements. Each statement represents one of the five application levels Number the five statements in the order they should appear.
49Application Sorting Statements Relate an event in the play to a current event. Read and comprehend the story. Write a character sketch. Relate events in the story to the historical events of the time. Debate your position on the future of Kate and William’s marriage.
50Application Sorting Solution Read and comprehend the story. Write a character sketch. Relate events in the story to the historical events of the time. Relate an event in the play to a current event. Debate your position on the future of Kate and William’s marriage.
51PracticeMark the application level for each of the eight statements on your handout. Gather in groups around someone who has a CPS responder. Enter the choices on the responder (#1 – 8)
62Assessing thinking about content Rigor is…Rigor is not…Scaffolding thinkingPlanning for thinkingAssessing thinking about contentRecognizing the level of thinking students demonstrateManaging the teaching/ learning level for the desired thinking levelMore or harder worksheetsAP or honors coursesThe higher level book in readingMore workMore homework