Presentation on theme: "Revised Bloom’s Taxonomy A Tool for Rigor and Alignment"— Presentation transcript:
1Revised Bloom’s Taxonomy A Tool for Rigor and Alignment 1
2Writing to Learn Activity 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 mindFind a partner and share listPair with another pair and agree on items to report out2 minutes3 minutes10 minutesPollEverywhere.com or type responses on Word Document
3Learning Targets Participants will : Understand Rigor Understand Revised Bloom’s TaxonomyApply RBT to Evaluate Curriculum, Instruction, and Assessment AlignmentThis what we hope to achieve. To use common language when describing rigor in the curriculum, assignments and assessments.33
4Workshop 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.44
5GRADE 6Great Job!An example of work that is neither rigorous nor aligned.Writing numbers up to 1000 in expanded form is a standard for 2nd Grade under “Number and Operations in Base Ten.” To make the standard rigorous even for 2nd graders, the instruction and assessment should include concrete models and drawings.Students in 6th grade should be dividing fractions by fractions and finding common factors and multipliers.3 minutes (popcorn response)
6Big IdeasRigor 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.All too often, the gap between the levels of cognitive complexity in the standards and the levels in assignments increases as students progress through grade levels.66
7Two Dimensions Cognitive Knowledge A1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5 B6 TEACHERCENTEREDSTUDENT1.REMEMBERRecognizingRecalling2.UNDERSTANDInterpretingExemplifyingClassifyingSummarizingInferringComparingExplaining3.APPLYExecutingImplementing4.ANALYZEDifferentiatingOrganizingAttributing5.EVALUATECheckingCritiquing6.CREATEGeneratingPlanningProducingCognitiveA. Factual KnowledgeA1A2A3A4A5A6B. Conceptual KnowledgeB1B2B3B4B5B6Use two dimensional rubric to identify the location of the standards first. Then identify the locations of student work and assessments. See how they locations compare.Use handout #2 to discuss the various types of knowledge.KnowledgeC. ProceduralKnowledgeC1C2C3C4C5C6D. Metacog-nitiveKnowledgeD1D2D3D4D5D67
8Value of Revised Bloom’s More authentic tool for curriculum planning, instructional delivery and assessmentApplies to K−16 and beyondEmphasizes explanation and description of subcategoriesDescribes content and learning and provides examples across subject areasPlots objectives, activities and assessments for entire unit, ensuring alignment and rigorHelps develop a shared vocabularyCapable of quantification.Addresses subcategories.8
9RBT: Levels of Knowledge FactualConceptualProceduralMetacognitive
10Specific details and elements Factual KnowledgeBasic elementsTerminologySpecific details and elements
11Conceptual KnowledgeKnowledge of more complex, organized knowledge forms to include:Classifications and categoriesPrinciples and generalizationsTheories, models, and structures
12Procedural Knowledge Knowledge of how to do something Methods of inquiryCriteria for using skills, algorithms, techniques, and methodsCriteria for determining when to use appropriate procedures
13Metacognitive Knowledge Knowledge of cognition in generalAwareness and knowledge of one’s own cognitionStrategicCognitive tasksContextualConditionalSelf-knowledgeActivating prior knowledge, painting a picture in their head of what is going on, creating images, making predictions, asking questions before and after and synthesizing
14RBT: Cognitive Domains RememberUnderstandApplyAnalyzeEvaluateCreateUse handout #1 and provide some details or specific examples.1414
15Remember Retrieve relevant knowledge from long-term memory by: Recognizing—IdentifyingRecalling—Retrieving
16Understand Construct meaning by: Interpreting- Changing from one form of representation to anotherExemplifying- Finding a specific example or illustration of a concept or principleClassifying- Determining that something belongs to a categorySummarizing- Abstracting a general them or major pointsInferring- Drawing a logical conclusion from presented informationComparing- Detecting correspondences between two ideas, objects and the likeExplaining- Constructing a cause-and-effect model of a system
17Apply Carry out or use a procedure in a given situation by: Executing—carrying outImplementing—using
18AnalyzeBreak 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, selectingOrganizing finding coherence, integrating, outlining, structuringAttributing deconstructing
19Evaluate Make judgments based on criteria and standards by: Checking—coordinating, detecting, monitoring, testingCritiquing—judging
20CreatePut elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure by:Generating—hypothesizingPlanning—designingProducing—constructing
21Putting Knowledge and Action Together Tagging the standards involves placing the appropriate knowledge level with the appropriate cognitive processSpecifies the depth of mastery necessary for successMust have both components for the correct intersection
22Two Dimensions Cognitive Knowledge A1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5 B6 TEACHERCENTEREDSTUDENT1.REMEMBERRecognizingRecalling2.UNDERSTANDInterpretingExemplifyingClassifyingSummarizingInferringComparingExplaining3.APPLYExecutingImplementing4.ANALYZEDifferentiatingOrganizingAttributing5.EVALUATECheckingCritiquing6.CREATEGeneratingPlanningProducingCognitiveA. Factual KnowledgeA1A2A3A4A5A6B. Conceptual KnowledgeB1B2B3B4B5B6Use two dimensional rubric to identify the location of the standards first. Then identify the locations of student work and assessments. See how they locations compare.Use handout #2 to discuss the various types of knowledge.KnowledgeC. ProceduralKnowledgeC1C2C3C4C5C6D. Metacog-nitiveKnowledgeD1D2D3D4D5D622
24Alignment to Standard 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate6.CreateA.Factual knowledgeB. Conceptual knowledgeC. Procedural knowledgeD.Meta-cognitive knowledgeInstruction and formative assessmentInstruction and formative assessmentInstruction and formative assessmentInstruction and formative and summative assessmentStandard24
25Questions to ask when tagging On the matrix…Where does the learning take place?Where does the instruction take place?Where is the assessment?Has alignment been achieved?The rubric leads to four questions being asked of the unit plan.What is required of the curriculum?What instruction is provided?How is learning assessed? And at what level.Are the three aligned?
26S-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.Rephrasing the standard then becomes the essential question for the unit. Essential questions can then be written for each instructional session and used formatively to evaluate learning.
27Instructional 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 – 2.6Standard CourseOldof StudyIdentifying the instructional intent of the goals is important. Looking at all of the available resources becomes necessary to develop a picture of the instructional intent of the objectives.
28Instructional 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 – 2.6Common CoreNewIdentifying the instructional intent of the goals is important. Looking at all of the available resources becomes necessary to develop a picture of the instructional intent of the objectives.
29Examples: Dimensions 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate6.CreateA.Factual knowledgeB. Conceptual knowledgeC. Procedural knowledgeD.Meta-cognitive knowledgeStudents should learn to use laws of electricity and magnetism to solve problemsActivity: Ask students to classify different types of problemsActivity: Multiply two-digit numbers.Obvious misalignmentActivity: Remember strategies for monitoring decisions and choices.29
30Unit Alignment Overlay This is where we want teachers to end up in their use of the taxonomy ---using it to find out if standards, objectives, activities, andassessments are aligned. In the taxonomy academies we looked at instructional strategies AND assessment prototypes that match the 3 major categories of standards (that we just discussed).Here I will mention the fact that many of the RBT tags are determined and released by the state. I will provide many of the tags here.
31Alignment ActivityUSE 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.B – 2
32Alignment ActivityPick one of your grade level objectives from the bag provided.Tag where it fits on the Taxonomy ChartSelect one from your group and…Write one instructional activity that alignsWrite one oral question that alignsWrite one test question that alignsBe prepared to report and explain your products!Chart paper?
33Creating a Common Instructional Framework for Duplin County Schools Getting Rigor RightArticle ReviewCreating a Common Instructional Framework for Duplin County Schools33
34Source: National Training Laboratories: Bethel, Maine 21st Century LearnersSource: National Training Laboratories: Bethel, Maine
35Suggested 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
36Closing ThoughtsMan’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.36