Revised Bloom’s Taxonomy A Tool for Rigor and Alignment

1. Revised Bloom’s TaxonomyA Tool for Rigor and Alignment

2. Writing to Learn Activity INDIVIDUALLY COMPLETE THE FOLLOWING STATEMENT: I Would Know That Teaching And Learning In A Classroom or School Were Rigorous if…. • List all indicators that come to your mind • Find a partner and share list • Pair with another pair and agree on items to report out

3. Learning Targets Participants will : • Understand Rigor • Understand Revised Bloom’s Taxonomy • Apply RBT to Evaluate Curriculum, Instruction, and Assessment Alignment 3

4. Workshop Goal The goal for this session is: Facilitate instructional leaders in a collaborative effort to measure and increase classroom rigor in order to meet the demands of Common Core/Essential Standards implementation and the goals of the District-Wide Early College Initiative. 4

5. GRADE 6 Great Job!

6. Big Ideas • Rigor is the expectation that students will be able to perform at levels of cognitive complexity necessary for proficiency at each grade level, and readiness for college and the workplace. • Alignmentof instruction and assessment with standards/objectives that are at those levels of cognitive complexity is a critical part of increasing rigor in schools. 6

7. 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. Metacog-nitive Knowledge D1 D2 D3 D4 D5 D6 7

8. Value of Revised Bloom’s More authentic tool for curriculum planning, instructional delivery and assessment • Applies to K−16 and beyond • Emphasizes explanation and description of subcategories • Describes content and learning and provides examples across subject areas • Plots objectives, activities and assessments for entire unit, ensuring alignment and rigor • Helps develop a shared vocabulary 8

9. RBT: Levels of Knowledge • Factual • Conceptual • Procedural • Metacognitive

10. Factual Knowledge • Basic elements • Terminology • Specific details and elements

11. Conceptual Knowledge Knowledge of more complex, organized knowledge forms to include: • Classifications and categories • Principles and generalizations • Theories, models, and structures

12. Procedural Knowledge • Knowledge of how to do something • Methods of inquiry • Criteria for using skills, algorithms, techniques, and methods • Criteria for determining when to use appropriate procedures

13. Metacognitive Knowledge • Knowledge of cognition in general • Awareness and knowledge of one’s own cognition • Strategic • Cognitive tasks • Contextual • Conditional • Self-knowledge

14. RBT: Cognitive Domains • Remember • Understand • Apply • Analyze • Evaluate • Create 14

15. Remember Retrieve relevant knowledge from long-term memory by: • Recognizing—Identifying • Recalling—Retrieving

16. Understand Construct meaning by: • Interpreting- Changing from one form of representation to another • Exemplifying- Finding a specific example or illustration of a concept or principle • Classifying- Determining that something belongs to a category • Summarizing- Abstracting a general them or major points • Inferring- Drawing a logical conclusion from presented information • Comparing- Detecting correspondences between two ideas, objects and the like • Explaining- Constructing a cause-and-effect model of a system

17. Apply Carry out or use a procedure in a given situation by: • Executing—carrying out • Implementing—using

18. Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose by: • Differentiating discriminating, distinguishing, focusing, selecting • Organizing finding coherence, integrating, outlining, structuring • Attributing deconstructing

19. Evaluate Make judgments based on criteria and standards by: • Checking—coordinating, detecting, monitoring, testing • Critiquing—judging

20. Create Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure by: • Generating—hypothesizing • Planning—designing • Producing—constructing

21. Putting Knowledge and Action Together • 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

22. 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. Metacog-nitive Knowledge D1 D2 D3 D4 D5 D6 22

23. Tagging on the Taxonomy , 23

24. Alignment to Standard Instruction and formative assessment Instruction and formative assessment Instruction and formative assessment Instruction and formative and summative assessment Standard 24

25. 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?

26. 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.

27. Instructional Intent = Alignment WHAT IS THE INTENT OF THE FOLLOWING OBJECTIVE? Compare the shape, center, and spread of univariate data using graphical displays, quartiles, percentiles, outliers, mean and standard deviation. B – 2.6 Old Standard Course of Study

28. Instructional Intent = Alignment WHAT IS THE INTENT OF THE FOLLOWING OBJECTIVE? Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data point (outliers). B – 2.6 New Common Core

29. 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. 29

30. Unit Alignment Overlay

31. Alignment Activity USE THE REVISED BLOOM’S CHART AND ALIGN THE FOLLOWING 4th GRADE HISTORY OBJECTIVE FROM THE NC ESSENTIAL STANDARDS. Summarize the change in cultures, everyday life and status of indigenous American Indian groups in NC before and after European exploration. B – 2

32. Alignment Activity • Pick one of your grade level objectives from the bag provided. • Tag where it fits on the Taxonomy Chart • Select one from your group and… • Write one instructional activity that aligns • Write one oral question that aligns • Write one test question that aligns • Be prepared to report and explain your products!

33. Getting Rigor Right • Article Review • Creating a Common Instructional Framework for Duplin County Schools 33

34. 21stCentury Learners Source: National Training Laboratories: Bethel, Maine

35. Suggested Next Steps… Teacher snapshots/walkthroughs will create an awareness of rigor and alignment in the classrooms. Consider using the handouts provided to walk through teacher’s classrooms to observe their use of RBT. 35

36. Closing Thoughts Man’s mind stretched to a new idea never goes back to its original dimensions. (Oliver Wendell Holmes) The very act of using the taxonomy can inform our decisions and motivate us toward demanding higher levels of rigor and preparing students for career, college and life. 36