Revised Bloom’s Taxonomy Designing Aligned Instruction

Teachers Are Expected To: Work collaboratively to create a professional learning community in order to plan instruction appropriate for students. Voice Over Somewhere

Teachers Are Expected To: Understand how students learn and make the curriculum responsive to cultural diversity and to individual learning needs. Voice Over Somewhere

Teachers Are Expected To: Engage students in the learning process and understand that instructional plans must be constantly monitored and modified to enhance learning. Voice Over Somewhere

Teachers Are Expected To: Collaborate with their colleagues and use a variety of data sources for short and long range planning based on the North Carolina Standard Course of Study. Voice Over Somewhere

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)

Learning occurs best when there is: A purposeful process that aligns what is: –Written –Taught –Tested Attention to both: –Content –Cognitive Type

Taxonomies are tools for aligning

Bloom’s is familiar to MOST educators Show old model Voiceover, “It has its limitations”

…So it was revised

Revised Bloom’s Taxonomy Looks like…. Rework slides from Lorin Anderson PPT –Replicate PPT slides (update graphics) –Maybe re-voice (or not) “All instructional objectives have the same basic structure Subject Verb Object”

Dr. Anderson Part I Content

Activity to apply learning “How does what you know best align with this taxonomy?” Think about your content area(use his words “the most important thing”) Consider the various ways that learners “process” your content Consider where & when cognitive process are a part of your content (the “ing” words) Link to PDF of Cognitive Processes

Think about all who are responsible for student achievement

The Department of Public Instruction Deploys STANDARDS The District Designs LOCAL CURRICULUM The Teachers Design INSTRUCTION Student Achievement is a Shared Responsibility

INSTRUCTION Provides learning experiences, aligned with local curriculum expectations, to prepare students to meet the standards set by the state Instruction includes but is not limited to: –Essential Learning Outcomes –Lesson Timelines –Content Learning Experiences –Opportunities for Practice –Formative Assessment –Corrective instruction where required –Assessment of Student Knowledge and Skills using: Teacher Designed Assessments District Assessments (where available) DPI Assessment Prototypes (where appropriate)

Learning occurs best when there is: A purposeful process that aligns what is: –Written –Taught –Tested Attention to both: –Content –Cognitive Type

Content Alignment This is about the rows in RBT “Does the teacher teach and test the topics listed in the curriculum?”

Cognitive Type Alignment This is about the columns in RBT “Do the students get to work and think at the level the curriculum prescribes?”

The key to mastery of a standard is the teacher’s clear understanding of the level of cognition required and how to support students in reaching that level. Teaching for Higher Order Thinking

1.What is it we expect students to learn? 2.How will we know when they have learned it? 3.How will we respond when they don’t learn it? 4.How will we respond when they already know it? DuFour Reference RBT is most helpful here

Verbs: Evaluate Start with the Nouns and the Verbs Nouns: Lives Individuals (past & present) Families (past & present) Learner Objective: The learner will evaluate how the lives of individuals and families of the past are different from what they are today Pull Sample from Essential Standards

Determining the Cognitive Expectations The Knowledge Dimension (nouns) The Cognitive Process Dimension (verbs) 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual X Individual B. Conceptual X Family Life C. Procedural D. Meta- Cognitive The learner will evaluate how the lives of individuals and families of the past are different from what they are today Pull Sample from Essential Standards

Describe the life of the mountain girl’s family. The Knowledge Dimension The Cognitive Process Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual X Individual B. Conceptual X Family Life C. Procedural D. Meta- Cognitive X Pull Sample from Essential Standards

How was the life of the mountain girl’s family different from your family? The Knowledge Dimension The Cognitive Process Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual X Individual B. Conceptual X Family Life C. Procedural D. Meta- Cognitive X Pull Sample from Essential Standards

Sometimes We Miss the Mark If the teaching sequence is designed to support student learning at the knowledge level, but the standard is actually at the analysis level, we have taught to the wrong target.

How might we get closer to the target? What are the distinct cognitive processes for the category? The Knowledge Dimension The Cognitive Process Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual B. Conceptual C. Procedural D. Meta- Cognitive

Craft a question closer to the target: The learner will evaluate how the lives of individuals and families of the past are different from what they are today Evaluating allows one to: assess, choose, decide, judge, justify, prioritize, rank, rate, select This is a Kindergarten objective, so how do we say it in terms a five year old can understand? Pull Sample from Essential Standards

Student Work Sample Where does a Venn Diagram fit on the RBT

Using your example Where does it fitWhat would you have students do? –Think, “Cognitive processes and alternate names” Provide link to chart, Table 5.1 from Taxonomy for Learning and Teaching

Well Worth Repeating! 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)