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Levels of Thinking and
ReasoningReasoning
The Bloom -Marzano Hierarchy
APHORISM OF THE MONTH
If you always do what you always
did, you will always did, you will always get what you always got.
APHORISM OF THE MONTH
One of the defining characteristics of human beings is held to be their capacity to learn from experience, yet how often is the resp onse to delivery failure to increase the exhortation just to do better or work smarter, rather than think of another way of tackling the issue? Even the current fashion for scenario planning tends to reinforce this. It is customary t o have three scenarios:
business as usualbusiness as usualsmart working with performance managementdoing things differently
The problem is that, like circus animals trained to jump through hoops, health planners and managers dont know what they dont kn ow, and may have a limited repertoire of response to complex problems. The only way to break new ground in to lateral problem solving is by creating environments that embrace diverse analysis, ideas, and experiences. JRA
Objectives for Today
1. Define the levels of thinking and reasoning used in the Standard Course of Study and testing at the Altamira International School.
2. Generate content-specific examples of the levels of thinking and reasoning.of thinking and reasoning.
3. Apply the levels of thinking and reasoning to classroom practice.
4. Evaluate effective use of the levels of thinking and reasoning in classroom practice.
Pre-Assessment
On your own paper, construct a circle map.
Within your circle write down all you know down all you know about Blooms Taxonomy.
Blooms Taxonomy
Blooms Taxonomy
1956: Benjamin Bloom publishes a small volume called Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain.Domain.
Benjamin Bloom wanted a way to
Bloom publishes his Taxonomy of
Educators use the taxonomy
to write instructional objectives.
Assessments
Blooms Taxonomy
wanted a way to classify educational
goals.
his Taxonomy of Educational Objectives.
Assessments are designed according to
the taxonomy.
State curricula were written according to
the taxonomy.
Blooms Taxonomy
Blooms Taxonomy was updated in 2001 by Anderson and Krathwol.
?
Taxonomy Redefined
Problems with Blooms taxonomy:Oversimplifies the nature of thought and
its relationship to learning (Furst, 1994).
The taxonomy implied a hierarchy of thought processes running from lower to higher which did not hold up in research studies (Marzano, 2001).
Learning: What We Now Know
Learning must take into account the
types of knowledge
Learning must take into account the
learners control of types of knowledge
as well as the thinking processes
required for manipulating that
knowledge.
learners control of his or her own
thinking as well as the role of emotion
and interest in acquiring
knowledge.
The Birth of Marzanos Hierarchy
Robert Marzano set out to repair the deficiencies of Blooms Taxonomy in the 1990s.
The result was Designing a New Taxonomy of Educational Objectives (2001).
Revised as The New Taxonomy of Educational Objectives (2006)
Marzano and Altamira
Altamiras program requires testing, and teachers, as test designers, need a taxonomy for aligning the goals and objectives to test questions so that they could teach what they test and test what could teach what they test and test what they teach.
Marzano and Altamira
Misconception Alert: Instead, AIS has
hybridized Marzanos
Altamira will not fully adopt Marzanos hierarchy.
hybridized Marzanos work with the original Blooms Taxonomy.
Reflection
What is the most important big idea uncovered in the previous slides? What would be different about the way we teach and assess if we all knew this big idea?
In groups, come to consensus about one big idea from the material.
A Closer Look at Bloom and Marzano
Who can name the levels of Blooms Taxonomy?
Knowledge
ComprehensionBlooms
Taxonomy
Comprehension
Application
Analysis
Synthesis
Evaluation
Bloom-Marzano Hybrid
Knowing
Organizing
ApplyingHybrid Taxonomy
Applying
Analyzing
Generating
Integrating
Evaluating
Similarities and Differences
In groups, construct a Double-Bubble map comparing the Bloom Hierarchy to the hybrid Marzano -Bloom hierarchy.
Bloom Marzano Hybrid:
Definitions
LEVEL DEFINITION
Knowing Gathering, storing, and recalling information
Organizing Arranging and classifying informationOrganizing Arranging and classifying information
Applying Using information in a new situation
Analyzing Examining relationships among parts
Generating Producing new meaning or ideas
Integrating Combining information
Evaluating Judging the quality of information
Bloom-Marzano Hybrid:
DefinitionsLEVEL DEFINITION
Knowing Gathering, storing, and recalling information
Organizing Arranging and classifying information
Low-Level Cognitive
Tasksinformation
Applying Using information in a new situation
Analyzing Examining relationships among parts
Generating Producing new meaning or ideas
Integrating Combining information
Evaluating Judging the quality of information
Tasks
High-Level Cognitive
Tasks
Part 1: Low-Level
Cognitive Tasks
LEVEL DEFINITION
Knowing Gathering, storing, and recalling Knowing Gathering, storing, and recalling information
Organizing Arranging and classifying information
Applying Using information in a new situation
What does Knowing mean?
describe
identify label
use the senses to
Knowing
list
recall information
store information in memory
senses to observe
Knowing Objectives
ESL 3, NL 3.02 Recognize some high frequency words in simple or patterned text.
Science 2, 1.03 Observe the different stages of an insect life cycle.
Social Studies 5, 4.03 Describe the contributions of people of diverse cultures throughout the history of the United States.
Knowing Questions
What is federalism?A. a form of government with elected
representativesB. a division of power between the
national and state governmentsC. a belief in the idea of national
sovereigntyD. a form of government in which elected
officials make all economic decisions
Knowing Questions
What led to the decline of soapstone mining?
A. Dwindling suppliesB. Discovery of micaC. Preference for potteryD. Interest in gold mining
What does Organizing mean?
arrange information
comparing
sequencing in order or by
Organizing
information in an
ordered way
contrasting
classifying
in order or by a criteria
changing the format of information
Organizing Objectives
Social Studies 6, 9.01 Trace the historical development of governments . . .
ELA 8, 3.03 Evaluate and create arguments by arranging details, examples, and reasons effectively.
Advanced Functions, 1.02 Comparedistributions of univariate data.
Organizing Questions
Why are parallel circuits, rather than series circuits, commonly used in wiring houses?
A. They allow appliances to operate separately.
B. They are cheaper.C. They have a higher total resistance.D. The voltage drop varies with each
resistor.
Organizing Questions
What does Applying mean?
using prior knowledge
knowing when to
use knowledge transferring
knowledge from one
Applying
knowledge in a new situation
bringing together
information to solve
problems
from one field to another
recognizing similarities
and differences
between situations
Applying Objectives
Healthy Living K, 2.06 Demonstrate how to get help in an emergency.
Theatre Arts 6, 3.02 -- Plan and create a simple set for formal or informal dramatic presentations.for formal or informal dramatic presentations.
Spanish for Native Speakers 1, 3.07 -- Applyunderstanding of conventional written and spoken expressions in a variety of settings by using appropriate and exact words to influence reactions, perceptions, and beliefs.
Applying Questions
Which propaganda technique is represented by the quote My opponent is soft on crime!?
A. Name callingB. BandwagonC. Glittering generalityD. Stacked cards
Applying Questions
A boulder falls from a cliff. What is the boulders acceleration during the fifth second of the fall?
A. 2.0 m/s 2
B. 9.8 m/s 2
C. 20.0 m/s2
D. 98 m/s2
Review and Application
In your groups, you will be given some sample objectives and test questions. Identify the thinking skill level for the objectives and test questions.
Be prepared to defend your thoughts to the whole group.
Categorizing Objectives and
Questions - A Caveat
OFTEN, categorizing a question or an objective requires that you understand the amount of prior knowledge needed to process the objective at a particular level.particular level.
Objectives in higher grades often assume prior knowledge, so what may be knowing to you is categorized as applying by them.
Strange Verbs Skills and Cognitive
Demands?
To what levels do you assign the following verbs?Acquire...Interact...Share knowledge...
Verbs that often call for the student to dosomething imply Share knowledge...
Investigate...Develop...Explore...Compose...Observe...
something imply procedural knowledge. Procedural knowledge
requires the use of information to complete a task. Many times this is
nothing more than application .
Part 2: High-Level
Cognitive Tasks
LEVEL DEFINITION
Analyzing Examining relationships among partsAnalyzing Examining relationships among parts
Generating Producing new meaning or ideas
Integrating Combining information
Evaluating Judging the quality of information
What does Analyzing mean?
cause and effect
identifying the
attributes of things
identifying parts of
Analyzing
identifying the main
idea
parts of objects
identifying relationships and patterns
identifying logical errors
Analyzing Objectives
Physics, 8.01 Analyze the nature of electrical charges.
US History, 6.01 Examine the factors that led to the United States taking an increasingly active role in world affairs.
Visual Arts 7, 3.04 -- Explore and discuss the value of intuitive perceptions in the problem -solving process.
Analyzing Questions
A cell with 5% solute concentration is placed in a beaker with a 1% solute concentration. What will happen to the cell over time?
A. The cell will gain H 2O and expand.B. The cell will lose H 2O and shrink.C. The cell will both gain and lose equal amounts of
H2O; thus, it will remain the same size.D. The cell will undergo no exchange of H 2O with its
surroundings.
Analyzing Questions
Why did the horse in The Runaway Stallion most likely run through the water to the opposite bank?
A. He was afraid that Jeff was trying to capture him.capture him.
B. He wanted the oats in the bucket.C. He needed to cool down in the water
before eating.D. He was frightened by a noise that
Hank made.
What does Generating mean?
exploring hypothetical
situations
producing new
meaning or ideas
inferring new meaning
Generating
elaborating by adding examples or details
meaning
predicting outcomes
drawing a conclusion
Generating Objectives
Theatre Arts 6, 5.04 -- Infer meaning from a script to create characters.
Science 8, 5.05 -- Use maps, ground truthing and remote sensing to make predictions regarding remote sensing to make predictions regarding changes over time, land use, urban sprawl, and resource management.
Civics, 2.02 Explain how the United States Constitution grants and limits the authority of public officials and government agencies.
Generating Questions
Which best explains why the author includes this line in the play?
HANNAH: There are tougher questions we have to deal with than baseball movies . . . or which river is the longest . . . or . . .which river is the longest . . . or . . .
A. To create sympathy for JayB. To reveal Hannahs wisdomC. To foreshadow the choice Jay will have
to makeD. To reduce the tension building between
Jay and Hannah
Generating Questions
While cleaning a saltwater aquarium, students placed the aquarium plants in a container of distilled water. What effect will this have on the plants?
A. The plant cells will separate.A. The plant cells will separate.B. The plant cells will shrink.C. The plant cells will swell.D. The plant cells will remain the same.
What does Integrating mean?
connecting and
combining information
Integratingsummarizinggeneralizing
from examples or
details
restructuring ideas to
include new information
Integrating Objectives
ESL 9-12, IH 4.05 -- Write an organized and focused composition with supporting details on familiar and previously studied topics.
US History, 12.01 Summarize significant events in foreign policy since the Vietnam War.
Science 7, 5.05 -- Summarize the genetic transmittance of disease.
Integrating Questions
Which of the following statements concerning diffusion and active transport is correct?
A. Both diffusion and active transport require cell energy.require cell energy.
B. Neither diffusion nor active transport require cell energy.
C. Diffusion requires cell energy while active transport does not.
D. Active transport requires cell energy while diffusion does not.
Integrating Questions
A house plant is wilting; however, it is still green. What vital resource is it most likelylacking?
A. Plant foodB. WaterC. SunlightD. Air
What does Evaluating mean?
judging the reasonableness of information
Evaluatingestablishing criteria for
judging
checking the accuracy of
claims
rating ideas by quality
Evaluating Objectives
Civics, 6.08 Evaluate methods used by society to address criminal and anti-social behaviors.
Algebra II, -- 2.05 Use rational equations to model and solve problems; justify results.and solve problems; justify results.
ELA 7, 4.03 -- Develop the stance of a critic by considering and presenting alternative points of view or reasons, remaining fair-minded and open to other interpretations, and creating a critical response/review of a work/topic.
Evaluating Questions
The scatter plot shows the number of absences in a week for classes of different sizes. Trevor concluded that there is a positive correlation between class size and the number of absences.
Which statement best describes why Trevors conclusion was incorrect?conclusion was incorrect?
A. The largest class does not have the most absences.
B. The smallest class does not have the least number of absences.
C. The data show no relationship between class size and number of absences.
D. The data show a negative relationship between class size and number of absences.
Evaluating Questions
Which of the following pieces of information is most helpful in supporting the writers request for a replacement?
A. The writer knew she had the perfect gift for her mother.gift for her mother.
B. The writer gave the hand vacuum to her mother for her fortieth birthday.
C. The vacuum had no suction.D. The writer and her father read the
owners manual together.
Review and Application
In your groups, will you be given some sample objectives and test questions. Identify the thinking skill level for the objectives and test questions.
Be prepared to defend your thoughts to the whole group.
Thoughts for the Classroom
Should teachers start at the bottom of the hierarchy and work their way up to more
complex levels of thinking?
In other words, should we always start with knowing and end up at evaluating?
Some Thoughts for the
Classroom[The] view [that learners must start at the
bottom and work toward the top] may be characterized as the climbing the ladder model of cognition.
This model is at odds with This model is at odds with contemporary views of the learning
process and may confine students to a boring regimen of low-level, skill-drill
activities, rote memorization of discrete facts, and mind-numbing test prep
worksheets.
Some Thoughts for the
ClassroomTeachers should incorporate Marzanos
vocabulary into questioning:
Use a variety of questions at different cognitive levels.
Ask different students questions.Vary the questions asked for each
student.Challenge all students to answer
complex questions.
Some Thoughts for the
ClassroomUse the Marzano structure for developing
assessment items:
Write or re -write multiple choice items to match the hierarchy.
Construct open -ended items according to the cognitive demands of the objective.
Some Thoughts for the
ClassroomEmbed using the vocabulary of the
hierarchy in everyday work without focusing on the structure itself:
Students do not need to knowStudents do not need to knowthe levels of thinking and reasoning.
Students do need to know what common terms like verify, assess, analyze, and infer mean.
Some Thoughts for the
ClassroomDoes posting the objective daily mean that the
teachers or the students actually understand it?
NO! NO! NO! NO!The evidence of understanding of the The evidence of understanding of the
objective comes from how it is unpacked in the classroom.
Teachers should work at making objectives student friendly and encouraging students to personalize objectives.
Marzano and CITW
How does this hierarchy connect to Marzanos Classroom Instruction that Works?
Similarities and Differences
Comparing & Classifying = OrganizingDifferences OrganizingMetaphors & Analogies = Analyzing and Generating
Nonlinguistic Representation
All forms of NR can be used at each level of the hierarchy.
Setting Objectives and Providing Feedback
Objectives (NC SCOS)Feedback = Analyzing and Evaluating
Thinking Skills Levels: Thinking Maps
Knowing Organizing Applying Analyzing Generating Integra ting Evaluating
A Few Big Ideas
Categorizing an objective or a question often depends on the interpretation of that item as well as the background
Since the Bloom -Marzano hierarchy is the language of the SCOS of testing, it is essential that it be understood and background
knowledge of the student.
understood and applied to classroom practice.
A Few Big Ideas
Objectives must be unpacked to get at what is implied for students to know, understand, and be able to do in the
The NC SCOS did not adopt the full Marzano hierarchy, so teachers must pay attention to other critical issues such as metacognition, able to do in the
classroom.such as metacognition, emotion, and interest and the roles they play in learning.
Conclusion -- Administration
As a result of this information,How will my administrative practice
change?
What will I look for in lesson plans and observations?
How has my understanding of the curriculum and testing changed?
Conclusion -- Teachers
As a result of this information,What will I do differently in my classroom
assessments?
What will I do with my lesson planning?
How will I unpack my curriculum to get at what students should know, understand, and be able to do?
Conclusion
Questions?Comments?Next Steps?