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What Do the Data Say? Revised Bloom’s Taxonomy: A Tool for Rigor and Curriculum Alignment

What Do the Data Say? Revised Bloom’s Taxonomy: A Tool for Rigor and Curriculum Alignment. Learning Targets. Participants will : Understand how to i nterpret four types of data to d evelop an Intervention Plan Apply RBT to evaluate curriculum, instruction, and a ssessment alignment. 2.

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What Do the Data Say? Revised Bloom’s Taxonomy: A Tool for Rigor and Curriculum Alignment

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  1. What Do the Data Say? Revised Bloom’s Taxonomy: A Tool for Rigor and Curriculum Alignment

  2. Learning Targets Participants will : • Understand how to interpret four types of data to develop an Intervention Plan • Apply RBT to evaluate curriculum, instruction, and assessment alignment 2

  3. What do the data make you think? • Susie scored a Level 2 on her 2007-2008 Grade 8 Reading EOG. • Susie scored a Level 2 in sixth and seventh grades, but her elementary scores were consistently higher. • Susie is the oldest of three children who are being raised by a single mother. • Susie’s mother is a college-educated registered nurse. • Susie hates to read, but she likes soccer. • For the past two years, Susie’s reading teachers have used the Brain Buster EOG test-prep series.

  4. Using Revised Bloom’s to Align Curriculum • Tagging the standards involves placing the appropriate knowledge level with the appropriate cognitive process • Specifies the depth of mastery necessary for success • Must have both components for the correct intersection

  5. Two Dimensions 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 TEACHER CENTERED Cognitive A. Factual Knowledge A1 A2 A3 A4 A5 A6 B. Conceptual Knowledge B1 B2 B3 B4 B5 B6 Knowledge C. Procedural Knowledge C1 C2 C3 C4 C5 C6 STUDENT CENTERED D. Metacognitive Knowledge D1 D2 D3 D4 D5 D6 7

  6. S-V-O • Circle verb. Underline the object (noun phrase). • Rephrase the standard so that students and parents have a clear idea of what is expected. • Determine the appropriate cell on the taxonomy.

  7. Questions to ask when tagging On the matrix… • Where does the learning take place? • Where does the instruction take place? • Where is the assessment? • Has alignment been achieved?

  8. Tagging on the Taxonomy , 10

  9. Examples: Dimensions Students should learn to use laws of electricity and magnetism to solve problems Activity: Ask students to classify different types of problems Activity: Multiply two-digit numbers. Activity: Remember strategies for monitoring decisions and choices. 11

  10. Alignment to Standard Instruction and formative assessment Instruction and formative assessment Instruction and formative assessment Instruction and formative and summative assessment Standard 12

  11. Unit Alignment Overlay

  12. Alignment Activity • Pick four of your grade level objectives • Elementary: one from each of your core subjects • Middle and high school: one from four of the course standards • Tag where it fits on the Taxonomy Chart • Do the following for each objective… • Write one instructional activity that aligns • Write one oral question that aligns • Write one test question that aligns • Put the information on the forms provided and turn them in when the staff reassembles for debriefing.

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