Presentation on theme: "Revised Blooms Taxonomy (RBT) and North Carolina Essential Standards March 5, 2010."— Presentation transcript:
Revised Blooms Taxonomy (RBT) and North Carolina Essential Standards March 5, 2010
NC DPI Goal: NC public schools will produce globally competitive students. The Purpose of Standards: To define and communicate the knowledge and skills a student must master to be globally competitive.
ES National & International Standards 21 st Century Skills Revised Blooms Taxonomy Principles and Filters Enduring Measurable Clear and Concise Prioritized and Focused Rigorous Relevant to the Real World CriteriaFiltersCourse Generalized goals Examples and processes to achieve criteria Student Outcomes Assessment Prototypes
ES Course The Essential Standard is the organizing unit.
Change in Terms Category names changed: nouns to verb forms Taxonomy reflects different forms of thinking: thinking is an active process; verbs were more accurate Subcategories of the six major categories replaced by verbs Some subcategories reorganised (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html
Change in Terms Knowledge category renamed. Knowledge is a product of thinking thus inappropriate to describe a category of thinking; replaced with the word remembering Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category. (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html
Revised Blooms Taxonomy is a taxonomy of both cognitive process and knowledge. Revised Blooms Taxonomy
The student will interpret data from statistical investigations presented in tables and bar graphs. Subject VerbObject The Student Cognitive Process Knowledge Essential Standards take the following form... Example Revised Bloom's Taxonomy
Cognitive Process The Cognitive Processes (or verbs) in the RBT have very specific meanings. For Example: Implementing requires adjusting a process to a new situation Explaining requires constructing a cause-and-effect model of a system (e.g. explain the recent downturn in the global economy) Inferring requires drawing a logical conclusion from presented information (e.g. in learning a foreign language, infer grammatical principles from examples) Revised Blooms Taxonomy
The verbs provide clues as to the cognitive process category intended by the person or persons writing the standard. Adopted from the original Blooms taxonomy of educational objectives, there are six cognitive process categories.
Remember Understand Apply Analyze Evaluate Create The Cognitive Process Dimension Revised Blooms Taxonomy
Each of the six cognitive process categories was divided into specific cognitive processes. Nineteen (19) specific cognitive processes were identified.
Unlike the verbs, the objects of the standards are subject-specific (e.g., math, science, social studies). The objects specify the CONTENT of the standard. For several reasons, CONTENT was replaced by KNOWLEDGE.
Difference Between Content and Knowledge? Content is subject-matter specific. If you focused on content, then, you would need as many taxonomies as there are subject matters (e.g., one for science, one for history, etc.). Content exists outside the student. A major problem, then, is how to get the content inside the student. When content gets inside the student, it becomes knowledge. This transformation of content to knowledge takes place through the cognitive processes used by the student.
Four Types of Knowledge Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge
Factual Conceptual Procedural Meta-Cognitive Remember Understand Apply Analyze Evaluate Create The Cognitive Process Dimension The Knowledge Dimension Revised Blooms Taxonomy