1. A Taxonomy for Learning, Teaching and Assessing A Revision of Bloom’s Taxonomy of Educational Objectives

2. 2005 South Carolina Science Standards Revision Extreme thanks and gratitude to Dr. Lorin Anderson for the tremendous amount of assistance, mentoring and advise given during the creation of the Revised Taxonomy presentations.

3. What do you know about the original “Bloom’s” Taxonomy? 2005 South Carolina Science Standards Revision

4. Evaluation Synthesis Analysis Application Comprehension Knowledge The Original “Bloom’s Taxonomy 2005 South Carolina Science Standards Revision

5. What do you know about the “Revised Taxonomy”? 2005 South Carolina Science Standards Revision

7. “Old” Blooms “Revised” Taxonomy Remember Apply Understand Analyze Evaluate Create Evaluation Analysis Synthesis Application Comprehension Knowledge 2005 South Carolina Science Standards Revision

8. THE TAXONOMY TABLE THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION 2005 South Carolina Science Standards Revision

9. COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing THE TAXONOMY TABLE 2005 South Carolina Science Standards Revision

10. Remember retrieve relevant knowledge from long term memory 1.1 Recognizing Identifying 1.2 Recalling Retrieving 2005 South Carolina Science Standards Revision

11. Remember Sample Indicators Recall the basic needs of animals (including air, water, food and shelter) for energy, growth and protection. Identify the sources and properties of heat, solar, chemical, mechanical and electrical energy. 2005 South Carolina Science Standards Revision

12. Understand Construct meaning from instructional messages, including oral, written and graphic communication. 2.1 Interpreting Clarifying Paraphrasing Representing Translating 2.2 Exemplifying Illustrating Instantiating 2.3 Classifying Categorizing Subsuming 2005 South Carolina Science Standards Revision

13. Understand - continued 2.4 Summarizing Abstracting Generalizing 2.5 Inferring Concluding Extrapolating Interpolating Predicting 2.6 Comparing Contrasting Mapping Matching 2.7 Explaining Constructing Models 2005 South Carolina Science Standards Revision

14. Understand Sample Indicators Illustrate the phases of the Moon and the Moon’s effect on ocean tides. Explain the motions of the Earth and the Moon and the effects of these motions as they orbit the Sun (including day, year, phases of the Moon, eclipses and tides). Summarize the functions of proteins, carbohydrates and fats in the human body. 2005 South Carolina Science Standards Revision

15. Apply Carry out or use a procedure in a given situation. 3.1 Executing Carrying out 3.2 Implementing Using 2005 South Carolina Science Standards Revision

16. Apply Apply established rules for significant digits, both in reading scientific instruments and in calculating derived quantities from measurement. Use appropriate tools and instruments (including a microscope) safely and accurately when conducting a controlled scientific investigation. Sample Indicators 2005 South Carolina Science Standards Revision

17. Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. 4.1 Differentiating Discriminating Distinguishing Focusing Selecting 2005 South Carolina Science Standards Revision

18. Analyze - continued 4.2 Organizing Finding coherence Integrating Outlining Parsing Structuring 4.3 Attributing Deconstructing 2005 South Carolina Science Standards Revision

19. Analyze Sample Indicators Distinguish among observations, predictions and inferences. Organize and interpret the data from a controlled scientific investigation in terms of whether they refute or verify the hypothesis. Attribute global climate patterns to geographic influences (including latitude, topography, elevation, and proximity to water). 2005 South Carolina Science Standards Revision

20. make judgments based on criteria and standards 5.1 Checking Coordinating Detecting Monitoring Testing 5.2 Critiquing Judging Evaluate 2005 South Carolina Science Standards Revision

21. Evaluate Sample Indicators Critique a conclusion drawn from a scientific investigation. 2005 South Carolina Science Standards Revision

22. Create Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure. 6.1 Generating Hypothesizing 6.2 Planning Designing 6.3 Producing Constructing 2005 South Carolina Science Standards Revision

23. Create Sample Indicators Design a controlled scientific investigation. Construct a line graph from recorded data with correct placement of independent (manipulated) and dependent (responding) variables. 2005 South Carolina Science Standards Revision

24. COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing TAXONOMY TABLE 2005 South Carolina Science Standards Revision

25. A Simple Analogy… 2005 South Carolina Science Standards Revision

26. HOT ARTICHOKE DIP (Serves 10 to 14) 2 14-oz cans artichoke hearts 16 oz. mayonnaise 1 c. grated Parmesan cheese Garlic salt (optional) ==================================== 1.Drain artichoke hearts. 2.Mash artichokes with fork. 3.Mix with mayonnaise, cheese, and garlic salt. 4.Bake at 350 degrees for 15 minutes or until cheese is melted. 5.Serve with crackers or party rye. 2005 South Carolina Science Standards Revision

27. Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge 2005 South Carolina Science Standards Revision

28. Factual Knowledge The basic elements students must know to be acquainted with a discipline or solve problems in it. –Knowledge of terminology –Knowledge of specific details and elements 2005 South Carolina Science Standards Revision

29. Conceptual Knowledge The interrelationships among the basic elements within a larger structure that enable them to function together. –Knowledge of classifications and categories –Knowledge of principles and generalizations –Knowledge of theories, models and structures 2005 South Carolina Science Standards Revision

30. Procedural Knowledge How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods. –Knowledge of subject-specific skills and algorithms –Knowledge of subject-specific techniques and methods –Knowledge of criteria for determining when to use appropriate procedures 2005 South Carolina Science Standards Revision

31. Metacognitive Knowledge Knowledge of cognition in general as well as awareness and knowledge or one’s own cognition. –Strategic knowledge –Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge –Self-knowledge How did I get that answer? 2005 South Carolina Science Standards Revision

32. COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing KNOWLEDGE DIMENSION Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge THE TAXONOMY TABLE THE TAXONOMY TABLE 2005 South Carolina Science Standards Revision

33. Putting All the Pieces Together… 2005 South Carolina Science Standards Revision

34. Objectives are statements of what we want students to learn as a result of the instruction we provide. Standards/indicators are simply mandated objectives. 2005 South Carolina Science Standards Revision

35. The Common Format for Objectives SubjectObjectVerb S OV 2005 South Carolina Science Standards Revision

36. The Subject… is the Learner or the student. SubjectObjectVerb S OV The learner (will) The student (should) 2005 South Carolina Science Standards Revision

37. Example #1 Recognize that different materials can be mixed together and then separated again. SubjectObjectVerb S OV 2005 South Carolina Science Standards Revision

38. Verb = Recognize Object = that different materials can be mixed together and then separated again. SubjectObjectVerb S OV 2005 South Carolina Science Standards Revision

39. Example #2 Summarize the characteristics of a mixture, recognizing a solution as a kind of mixture. SubjectObjectVerb S OV 2005 South Carolina Science Standards Revision

40. Verb = Summarize Object = The characteristics of a mixture, recognizing a solution as a kind of mixture. SubjectObjectVerb S OV 2005 South Carolina Science Standards Revision

41. COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing KNOWLEDGE DIMENSION Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge THE TAXONOMY TABLE THE TAXONOMY TABLE Example #1 Example #2 2005 South Carolina Science Standards Revision

42. Look at the Revised South Carolina Science Standards through the lens of the “Revised Taxonomy” 2005 South Carolina Science Standards Revision

43. Questions ?? 2005 South Carolina Science Standards Revision