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Understanding How To Apply Revised Bloom’s Taxonomy Moving Toward Complete Alignment In Social Studies.

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Presentation on theme: "Understanding How To Apply Revised Bloom’s Taxonomy Moving Toward Complete Alignment In Social Studies."— Presentation transcript:

1 Understanding How To Apply Revised Bloom’s Taxonomy Moving Toward Complete Alignment In Social Studies

2 Understanding how to use the Revised Bloom’s Taxonomy (RBT) to align classroom instruction and assessment to the new social studies essential standards. 2 Today’s Presentation Will Assist Participants With:

3 9/2/2014 page 3 Pre-Assessment

4 Answer The RBT Taxonomy Table should be used to help determine the learning experiences and assessment tasks for which you ask students to participate. 9/2/2014 page 4 Question # 1 How should you use the table below in instruction and assessment?

5 Pre-Assessment Question #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. 9/2/2014 page 5 Answer False An 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.

6 NC’s New Lens: Revised Bloom’s Taxonomy (RBT)

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8 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)

9 The Alignment Question How does one ensure that objectives, instruction and assessment are consistent with one another? ? ? ?

10 The Structure of Curriculum Essential Standards/Clarifying Objectives Classroom Assessments Learning Experiences/Performance Tasks Materials and Equipment Image of students with globe. Image no. 3Q1675 Photo by Will & Deni McIntyreWill & Deni McIntyre Students

11 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

12 Content Alignmen t “Does the teacher teach and assess the factual, conceptual, and procedural knowledge outlined in the curriculum?”

13 “Do the students get to work and think at the level the curriculum prescribes?” Cognitive Type Alignment

14 Context Alignment “Are the parameters of the assessment reasonably similar to the parameters of the instruction?”

15 Learning occurs best when there is a purposeful process that creates complete alignment.

16 Directions: By yourself, classify the 13 original colonies according to which were New England, Middle or Southern. (2 minutes ) Let’s Perform A Quick Activity Thirteen Original Colonies 1.Virginia 2.Rhode Island 3.Georgia 4.New York 5.Delaware 6.New Jersey 7.North Carolina 8.South Carolina 9.Pennsylvania 10.Massachusetts 11.New Hampshire 12.Maryland 13.Connecticut

17 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

18 How Did You Do?


20 The Cognitive Dimension Is The Alignment For Standards & Assessment The RBT Verbs

21 Remember 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.

22 Recall Or Recognition? Question What is the effect if the teacher does not clarify the differences between RECOGNIZE and RECALL when preparing an assessment? Answer The assessment will be misaligned with the objective and possibly instruction.

23 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.

24 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.

25 An Assessment Example Cognitive Processes Clarifying ObjectiveExample Assessment Summarize CE.PFL.2.2 Summarize various types of fraudulent solicitation and business practices. Read the following article: timestopics/subjects/f/frauds_and_swin dling/ponzi_schemes/index.html?inline =nyt-classifier timestopics/subjects/f/frauds_and_swin dling/ponzi_schemes/index.html?inline =nyt-classifier or Watch the following clip: GZezvuSg Summarize in three sentences or less the fraudulent business practice described in either the article or video clip. GZezvuSg

26 An Assessment Example Cognitive Processes Clarifying ObjectiveExample 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 17 TH & 18 TH century America. VOLTAIRE Believed 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.

27 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.

28 Examples of Assessing Analyze Cognitive 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.

29 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.] Evaluate Make judgments based on criteria and standards.

30 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.

31 When you combine the verbs (cognitive processes) with the nouns (knowledge) you end up with a two-dimensional table.

32 32

33 33 Analyze colonization in terms of the desire for access to resources and markets as well as the consequences on indigenous cultures, population, and environment.

34 34 Construct maps, charts, and graphs to explain data about geographic phenomena.

35 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 School 6.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 School WH.5.2 Explain the causes and effects of exploration and expansion. 9/2/2014 page 35 Your Turn To Practice

36 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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