Presentation on theme: "Moving Toward Complete Alignment In Social Studies"— Presentation transcript:
1Moving Toward Complete Alignment In Social Studies Understanding How To Apply Revised Bloom’s TaxonomyFor Learningand AssessingA TaxonomyTeaching
2Today’s Presentation Will Assist Participants With: Understanding how to use the Revised Bloom’s Taxonomy (RBT) to align classroom instruction and assessment to the new social studies essential standards.
4Pre-Assessment Question # 1 How should you use the table below in instruction and assessment?AnswerThe RBT Taxonomy Table should be used to help determine the learning experiences and assessment tasks for which you ask students to participate.
5Pre-Assessment False Answer EXAMPLE PASSAGE And after the arrival of Europeans in the New World, Native Americans struggled intently to preserve the essentials of their diverse cultures while adapting to radically changing conditions. The spread of disease also strained religious belief systems, persuading many that their ancestral gods had forsaken them and leading some Indians to embrace Christianity.While the ravages of disease caused some people to adopt a more nomadic existence, other Indians responded by establishing new tribes out of the surviving remnants of earlier societies. Native Americans not only adapted to diverse and demanding environments, they also reshaped the natural environments to meet their needs. Europeans had a devastating impact on the environment, clearing huge tracts of forested lands and inadvertently introducing a vast variety of Old World weeds. The introduction of cattle, goats, horses, sheep, and swine also transformed the ecology, as grazing animals ate up many native plants. The horse, extinct in the Americas for 10,000 years, produced a cultural revolution. It radically reshaped the lives of the Plains Indians, transforming hunting, transportation, and warfare. Initially, Indians did not know what to make of these huge animals. The introduction of the horse encouraged groups like the Cheyenne, who had been farmers, to become hunters. Horses made hunters much more adept at killing wild game.Pre-AssessmentQuestion #2True 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.AnswerFalseAn 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.
6NC’s New Lens: Revised Bloom’s Taxonomy (RBT) Say: Currently, there is a disconnect between the cognitive rigor of the content standards that students are to be learning, the cognitive rigor of the actual work students are doing and the cognitive rigor of the summative assessment. The revised taxonomy is a two dimensional system that identifies both the structure of knowledge and the cognitive processes students are expected to demonstrate. With RBT, teachers and administrators are assured of an increased alignment of instruction, assessment and state standards.Say: Our first session today is an effort to clarify the Revised Bloom’s Taxonomy and provide you with enough guidance that you may continue this journey of exploring the taxonomy once this training is over.Our work today, or over the next few days, is not enough to make you an expert in the use of Revised Bloom’s Taxonomy. We will begin that journey today but each of you must chart your own course and set your own pace to mastery.
7What is the purpose of a taxonomy? Making sure that everyone is on the same page is the point.
8Revised Bloom’s Taxonomy (RBT) Provides a common language for all curriculum areas by indicating what a learning or assessment task was intended to measureby cognitive typeby type of knowledgeProvides 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)
9The Alignment Question How does one ensure that objectives, instruction and assessment are consistent with one another??
10The Structure of Curriculum StudentsEssential Standards/Clarifying ObjectivesClassroom AssessmentsLearning Experiences/Performance TasksMaterials and EquipmentImage of students with globe. Image no. 3Q Photo by Will & Deni McIntyre
11The 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
12Content Alignment“Does the teacher teach and assess the factual, conceptual, and procedural knowledge outlined in the curriculum?”
13Cognitive Type Alignment “Do the students get to work and think at the level the curriculum prescribes?”
14Context Alignment“Are the parameters of the assessment reasonably similar to the parameters of the instruction?”
15Learning occurs best when there is a purposeful process that creates complete alignment.
16Let’s Perform A Quick Activity Directions:By yourself, classify the 13 original colonies according to which were New England, Middle or Southern (2 minutes )Thirteen Original ColoniesVirginiaRhode IslandGeorgiaNew YorkDelawareNew JerseyNorth CarolinaSouth CarolinaPennsylvaniaMassachusettsNew HampshireMarylandConnecticutNew England ColoniesMiddleColoniesSouthern
17Now, Let’s Assess Directions: Using the map place the 13 colonies with their correct alphabet and indicate numerically the chronological order each was established from to 13. (2 minutes )
20The Cognitive Dimension Is The Alignment For Standards & Assessment The RBT VerbsSay: A major difference between the 2006and 2010 standards is the presence of only one verb.Only 25 verbs will be used in the revised Essential Standards. This will greatly enhance the likeliness of alignment. 6 verbs serve as Categories and the remaining 19 serve as cognitive processes that may be classified in the 6 categories.Other verbs will be incorporated into the standards at the instruction level during differentiation.
21Remember Retrieving 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.
22Recall Or Recognition? 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.
23Rote learning requires students to remember what they learned. The line of demarcation among the cognitive categories is REMEMBERRemember rote learningAll 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.
24Understand Understand Constructing meaning from instructional messages,including oral, written and graphic communicationUnderstandCognitive Processes:2.1 Interpreting2.2 Exemplifying2.3 Classifying2.4 Summarizing2.5 Inferring2.6 Comparing2.7 ExplainingUnderstand cognitive processes are the most represented in state standardsMore cognitive processes are associated with this category than any other categoryThe learner grasps the meaning of information by interpreting and translating what has been learned.
25An Assessment Example Summarize Cognitive Processes Clarifying ObjectiveExampleAssessmentSummarizeCE.PFL.2.2Summarize various types of fraudulent solicitation and business practices.Read the following article:orWatch the following clip: Summarize in three sentences or less the fraudulent business practice described in either the article or video clip.
26An Assessment Example Explain Cognitive Processes Clarifying Objective WH.6.1Explain 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.VOLTAIREBelieved in the principle of religious freedom. He envisioned a secular, tolerant society. He saw formal religion as irrational and superstitious.He believed in justice and reason above feelings and despised democracy as the rule of the mob.His affirmation of civil rights and the principle of religious freedom would find expression in the U.S. Constitution and its guarantees of freedoms of speech, the press, and religion.His ideas helped secure separation of state from church in America.
27Analyze Cognitive Processes: Break material into its constituent parts and determine how the parts relate to one another and to an overall purpose.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.]
28Examples of Assessing Analyze Cognitive Processes Of AnalyzeExampleLearning ObjectiveAssessmentDifferentiatingOrganizingAttributingThe student will distinguish the major and minor points in research reports.Circle the main points in an archeological report on an ancient Mayan city.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 structure a historical description into evidence for and against a particular explanation.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.
29Make judgments based on criteria and standards. EvaluateMake judgments based on criteria and standards.Cognitive Processes:5.1 Checking [testing forinternal consistencies or fallaciesin an operation or product –check as you go along]5.2 Critiquing [judging a productor operation based on externallyimposed criteria and standards.]Evaluate
30Examples of Assessing Evaluate Cognitive Processes Of EvaluateExampleLearning ObjectiveAssessmentCheckingCritiquingWatch a television advertisement for a political candidate and point out any logical flaws in the persuasive message.The student will check for internal inconsistencies in persuasive messages.Evaluate key points in a political candidate’s speech in terms of the potential impact each point may have on citizens.The student will judge the merits of a product, effect or occurrence based on specified or agreed upon criteria and standards.
31When you combine the verbs (cognitive processes) with the nouns (knowledge) you end up with a two-dimensional table.Factual knowledge- terms, details, symbols, informational sources (vocabulary)Conceptual knowledge- classification, generalizations, theories, models (Taxonomy of a bug/tree)Procedural knowledge- employing a method or technique, using skills, procedures to solve a problem (Scientific method)Metacognitive knowledge- strategic, self-knowledge , critiquing, cognitive demands of specific tasks, (experimentation)
33Analyze colonization in terms of the desire for access to resources and markets as well as the consequences on indigenous cultures, population, and environment .
34Construct maps, charts, and graphs to explain data about geographic phenomena.
35Choose to work with either the middle or high school objective. Your Turn To PracticeDirections:Working with a group or a partner, determine where the clarifying objective you are working with lies on the Taxonomy Table.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.
36Some 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!