Revised Bloom’s TaxonomyBuilding Knowledge for Success

Trey MichaelTrey Michael Mary Jo NasonMary Jo NasonMarketing ConsultantMarketing Consultant Special Assistant for CurriculumSpecial Assistant for Curriculumamichael@dpi.state.nc.us mnason@dpi.state.nc.usmnason@dpi.state.nc.us

GOALS FOR TODAY

• Understand RBT and its impact on the newly-published courses

• Anticipate issues for implementing RBT courses within LEAs

• Discuss ways to assist teachers with implementation

Professional Development Model

STEPS

1. Understand structure and purpose of RBT

2. Understand RBT and the published courses

3. Develop aligned objectives, teaching activities and assessments

4. Help others with understanding of RBT

So, Why is RBT Important?

• Provides common framework (lens) for understanding objectives by limiting the verbs so that a common understanding of intended cognitive processes across courses and subjects is more likely

• Provides a way to examine alignment

Reducing the Number of Verbs: A Lesson from Mathematics

• Add• Analyze• Apply• Approximate• Build• Classify• Collect• Communicate• Compare• Compute

• Connect • Consolidate• Construct• Contrast• Convert• Create• Describe• Determine• Develop• Display

A few more . . .

• Divide• Draw• Estimate• Examine• Explain• Extend• Evaluate• Find• Formulate• Graph

• Identify• Interpret• Investigate• Justify• Label• List• Locate• Make• Model• Monitor

And they keep on comin’• Multiply• Order• Organize• Plot• Produce• Recognize• Reflect• Select• Show• Simplify

• Solve• State• Subtract• Translate• Understand• Use• Write

What is RBT?

EvaluationEvaluation

SynthesisSynthesis

AnalysisAnalysis

ApplicationApplication

ComprehensionComprehension

KnowledgeKnowledgeThe Original Bloom’s Taxonomy

1958

The RBT Taxonomy TableThe RBT Taxonomy Table COGNITIVE PROCESS DIMENSION

KN

OW

LED

GE

DIM

ENSI

ON

The RBT Taxonomy TableThe RBT Taxonomy Table COGNITIVE PROCESS DIMENSION

KN

OW

LED

GE

DIM

ENSI

ON

1. REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

1. REMEMBERWe say a student can remember if he/she can retrieve relevant

knowledge from long-term memory.

•Recognize (identify)•Recall (retrieve)

2. UNDERSTAND

• Interpret (paraphrase or act out)• Exemplify (find or give examples)• Classify (place in categories)• Summarize (often in 25 words or less)• Infer (make predictions)• Compare (similarities and differences)• Explain (cause and effect model)

We say a student can understand if he/she can:

3. APPLY

We say a student can apply if he/she can carry out or use a procedure in a given situation.

•Execute (carry out a procedure for a familiar task)•Implement (use a procedure for an unfamiliar task)

The RBT Taxonomy TableThe RBT Taxonomy Table COGNITIVE PROCESS DIMENSION

KN

OW

LED

GE

DIM

ENSI

ON

Factual Factual KnowledgeKnowledge

Conceptual KnowledgeConceptual Knowledge

Procedural KnowledgeProcedural Knowledge

Metacognitive Metacognitive KnowledgeKnowledge

Concrete

Abstract

The RBT Taxonomy TableThe RBT Taxonomy Table

KNOWLEDGE DIMENSION

•Knowledge of terminology

•Knowledge of specific details and elements

Basic elements students must know to be acquainted with a discipline or solve

problems in it.

A. FACTUAL KNOWLEDGE

B. Conceptual Knowledge

•Knowledge of classifications and categories

•Knowledge of principles and generalizations

•Knowledge of theories, models and structures

Interrelationships among the basic elements within a larger structure that enable them to function

together.

B. CONCEPTUAL KNOWLEDGE

•Knowledge of subject-specific skills and algorithms

•Knowledge of subject-specific techniques and methods

•Knowledge of criteria for determining when to use appropriate procedures

How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and

methods.

C. PROCEDURAL KNOWLEDGE

A1

B2

C3

KNOWLEDGE KNOWLEDGE DIMENSIONDIMENSION

AAFACTUAL FACTUAL

KNOWLEDGEKNOWLEDGE

BBCONCEPTUALCONCEPTUAL

KNOWLEDGEKNOWLEDGECC

PROCEDURAL PROCEDURAL KNOWLEDGEKNOWLEDGE

DDMETACOGNITIVEMETACOGNITIVE

KNOWLEDGEKNOWLEDGE

1. REMEMBER

2. UNDERSTAND

3. APPLY

4. ANALYZE

5. EVALUATE

6. CREATE

RecognizeRecall

InterpretExemplifyClassify

SummarizeInfer

CompareExplain

ExecuteImplement

DifferentiateOrganizeAttribute

CheckCritique

GeneratePlan

Produce

THE TAXONOMY TABLETHE TAXONOMY TABLE

•Shorter

•Only 25 verbs

•Emphasis shifted from memorization to understanding

WHAT ARE THE DIFFERENCES?WHAT ARE THE DIFFERENCES?

A look back…

S V O Objective Format

S = Subject: students

V = Verb: from cognitive process domain(limited to 25 from RBT table)

O = Object: content student is intended to learn(from knowledge domain)

The RBT Regional Training Group will UNDERSTAND RBT and its impact on the newly-published courses.

• THE LEARNING QUESTION

• THE INSTRUCTION QUESTION

• THE ASSESSMENT QUESTION

• THE ALIGNMENT QUESTION

FOUR FUNDAMENTAL CURRICULUM QUESTIONS

Would you tell me please, which way I ought to go from here?" asked Alice.

"That depends a great deal on where you want to go to," said the Cat.

"I don't much care, where," said Alice.

"Then it doesn't matter which way you go," said the Cat.

Lewis Carroll, Alice in Wonderland

THE LEARNING QUESTION

1. How is the course (learning) structured so everyone has common understanding of the learning goals?

2. What is MOST important for students to learn in the limited classroom time available?(What is important to know vs. what is nice to know?)

CURRICULUM DESIGN

1.What are the BIG OVERRIDING IDEAS for a course?

2.Using Graphic Organizer #1, examine one course and report two places where you found the BIG IDEAS for that course.

WHAT A DIFFERENCE A VERB MAKES!

How many different verbs can you find on blueprints?

Share and report out.

What can we learn about a course from these verbs?

WHAT DO THE PERCENTAGES SAY ABOUT A COURSE?

Using Graphic Organizer #2, what is the largest percentage you can find on a blueprint?

What is the smallest percentage you can find on a blueprint?

What is the significance of these % for teachers and instruction?

THE INSTRUCTION QUESTION

How does one plan and deliver instruction that will result in high levels of learning for large numbers of students?

WHERESTUDENTS

ARE

UNPACKED CONTENT

WHERE WE WANT

STUDENTS TO BE

A COURSE IS LIKE A BRIDGE

What is the alternative to this process?

Unpacking ContentUnpacking Content

WHERESTUDENT

SARE

UNPACKED CONTENT

WHERE WE WANT STUDENTS TO BE

7 65 432Activit

y 1

Bridge with an Aerial View

Sequence and Flow of Activities

Sequence and Flow of Activities

UNPACKED CONTENT

• Where is it found?

• What is it called?

ANSWER THE QUESTION

Q: What is the major purpose of unpacked content?

A: Unpacked content connects TO the students.

The need to “unpack” content is based on the fact that much content in an unfamiliar course or subject is not “learner friendly.”

“Unpacking” content means making it palatable and understandable for students.

RELATIONSHIPS

What is the relationship between the RBT designation, objective, and the unpacked

content?

ANSWER THE QUESTION

What is the relationship between the: • objective• unpacked content • instructional activities• relevancy

Using Graphic Organizer #3, find examples for four different verbs.

ANSWER THE QUESTION

• What did you observe about the sequence of the activities for an objective?

• Using Graphic Organizer #4, give a specific example of what you observed.

• Of what importance is this to teachers?

THE ASSESSMENT QUESTION

How do you know if students learned what was intended?

Most testing

2/3 standards6 states

REVISED BLOOM’S TAXONOMY (RBT)REVISED BLOOM’S TAXONOMY (RBT)

COGNITIVE PROCESS DIMENSION

KNOWLEDGE KNOWLEDGE DIMENSIONDIMENSION

AAFACTUAL FACTUAL

KNOWLEDGEKNOWLEDGEBB

CONCEPTUALCONCEPTUALKNOWLEDGEKNOWLEDGE

CCPROCEDURAL PROCEDURAL KNOWLEDGEKNOWLEDGE

DDMETACOGNITIVEMETACOGNITIVE

KNOWLEDGEKNOWLEDGE

1. REMEMBER

2. UNDERSTAND

3. APPLY

4. ANALYZE

5. EVALUATE

6. CREATE

RecognizeRecall

InterpretExemplifyClassify

SummarizeInfer

CompareExplain

ExecuteImplement

DifferentiateOrganizeAttribute

CheckCritique

GeneratePlan

Produce

FORMATIVE VS SUMMATIVE ASSESSMENT

• Do curriculum guides provide any formative or summative assessment?

• Find examples to support your response to the question.

ITEM BANKS

• Assessing different cells of Taxonomy TableVerbs tell how to assess

• Use of item forms to write questions

ITEM FORMSHenry Ford’s philosophy was to perfect the Model T. His goal was to reduce costs allowing more people to afford the car. Which concept did Henry Ford adopt?Production ←ProductSellingSocietal marketing

Harris Teeter offers customers the option of online grocery shopping. Its goal is to deliver value to customers in a way that maintains or improves both the customer’s and the society’s well-being. What concept did Harris Teeter adopt?ProductionProductSellingSocietal marketing ←

THE ALIGNMENT QUESTION

How do you make sure all the pieces (objectives, instruction, and assessment)

fit together?

ALIGNMENTUSING THETAXONOMY TABLE

Objectives Assessments

Instructional Activities/Materials

Remember Understand Apply Analyze Evaluate Create

Factual

Conceptual X

Procedural

Meta-Cognitive

IMPROVED ALIGNMENT

Objectives

Assessment

Instructional Activities/ Materials

StudentsStudents

WHY IS ALIGNMENT IMPORTANT?

• Increases student’s opportunity to learn (more time is spent on more important things)

• Increases the validity of assessments. With valid assessments, students can demonstrate they have, in fact, learned.

• Enables teachers to be (and be seen as) more successful. More effective teachers develop a “can do” attitude, which has been found to be a central factor in continuing teacher effectiveness.

THE BIG QUESTION

What is the most unique feature you found for use in instruction?

THE LAST BIG QUESTION

How can you assist teachers with implementation?

Teaching During the Field Test Year

REQUIREMENTS FOR TEACHERS

Submit anticipated grades for all students

• In column P

• Based exclusively on student performance relative to the course competencies and objectives.

• Behavior and attendance SHOULD NOT be considered

Complete on-line survey

• Purpose: provide constructive feedback (i.e., what is really good; what changes need to be made)

• Access to the survey through a hyperlink from your IM Coordinator (VoCATS).

• The survey is to be completed within 10 days prior to the mid term and end of the course test.

REQUIREMENTS FOR TEACHERS, cont..

To complete the on-line survey teachers will need to:

• Keep notes as they teach the course (either using journals or writing on post-its that can be placed at appropriate places in the curriculum guides)

• Understand how to examine the curriculum guide

FIELD TEST TRADE-OFFS• The only way to make sure the released and

secure items are of equal difficulty, on average, is to field test ALL items and then divide the items into “secure” and “released” groups based on the results.

• As a consequence, there will be no “released” (or “classroom”) items available during the field test year. After the first year, however, you will have increased confidence in the comparability of the released and secure items in terms of their validity, reliability, and difficulty.

QUESTIONS??

In compliance with federal law, including the provisions of Title IX of the Education

Amendments of 1072, N.C. Public Schools does not discriminate on the basis of race, sex,

religion, color or national or ethic origin, age, disability, or military service in its policies,

programs, activities, admissions or employment.

Inquiries or complaints should be directed to:

The Office of Curriculum and School Reform Services6307 Mail Service CenterRaleigh, NC 27699-6307

Telephone (919) 807-3761; fax (919) 807-3767