Revised Bloom’s Taxonomy A Tool for Rigor and Alignment 1

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 2 minutes 3 minutes 10 minutes PollEverywhere.com or type responses on Word Document

Learning Targets Participants will : Understand Rigor Understand Revised Bloom’s Taxonomy Apply RBT to Evaluate Curriculum, Instruction, and Assessment Alignment This what we hope to achieve. To use common language when describing rigor in the curriculum, assignments and assessments. 3 3

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 4

GRADE 6 Great Job! An example of work that is neither rigorous nor aligned. Writing numbers up to 1000 in expanded form is a standard for 2nd Grade under “Number and Operations in Base Ten.” To make the standard rigorous even for 2nd graders, the instruction and assessment should include concrete models and drawings. Students in 6th grade should be dividing fractions by fractions and finding common factors and multipliers. 3 minutes (popcorn response)

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. Alignment of instruction and assessment with standards/objectives that are at those levels of cognitive complexity is a critical part of increasing rigor in schools. All too often, the gap between the levels of cognitive complexity in the standards and the levels in assignments increases as students progress through grade levels. 6 6

Two Dimensions Cognitive Knowledge A1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5 B6 TEACHER CENTERED STUDENT 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 Cognitive A. Factual Knowledge A1 A2 A3 A4 A5 A6 B. Conceptual Knowledge B1 B2 B3 B4 B5 B6 Use two dimensional rubric to identify the location of the standards first. Then identify the locations of student work and assessments. See how they locations compare. Use handout #2 to discuss the various types of knowledge. Knowledge C. Procedural Knowledge C1 C2 C3 C4 C5 C6 D. Metacog-nitive Knowledge D1 D2 D3 D4 D5 D6 7

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 Capable of quantification. Addresses subcategories. 8

RBT: Levels of Knowledge Factual Conceptual Procedural Metacognitive

Specific details and elements Factual Knowledge Basic elements Terminology Specific details and elements

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

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

Metacognitive Knowledge Knowledge of cognition in general Awareness and knowledge of one’s own cognition Strategic Cognitive tasks Contextual Conditional Self-knowledge Activating prior knowledge, painting a picture in their head of what is going on, creating images, making predictions, asking questions before and after and synthesizing

RBT: Cognitive Domains Remember Understand Apply Analyze Evaluate Create Use handout #1 and provide some details or specific examples. 14 14

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

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

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

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

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

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

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

Two Dimensions Cognitive Knowledge A1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5 B6 TEACHER CENTERED STUDENT 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 Cognitive A. Factual Knowledge A1 A2 A3 A4 A5 A6 B. Conceptual Knowledge B1 B2 B3 B4 B5 B6 Use two dimensional rubric to identify the location of the standards first. Then identify the locations of student work and assessments. See how they locations compare. Use handout #2 to discuss the various types of knowledge. Knowledge C. Procedural Knowledge C1 C2 C3 C4 C5 C6 D. Metacog-nitive Knowledge D1 D2 D3 D4 D5 D6 22

Tagging on the Taxonomy , 23

Alignment to Standard 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual knowledge B. Conceptual knowledge C. Procedural knowledge D. Meta-cognitive knowledge Instruction and formative assessment Instruction and formative assessment Instruction and formative assessment Instruction and formative and summative assessment Standard 24

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? The rubric leads to four questions being asked of the unit plan. What is required of the curriculum? What instruction is provided? How is learning assessed? And at what level. Are the three aligned?

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. Rephrasing the standard then becomes the essential question for the unit. Essential questions can then be written for each instructional session and used formatively to evaluate learning.

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 Standard Course Old of Study Identifying the instructional intent of the goals is important. Looking at all of the available resources becomes necessary to develop a picture of the instructional intent of the objectives.

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 Common Core New Identifying the instructional intent of the goals is important. Looking at all of the available resources becomes necessary to develop a picture of the instructional intent of the objectives.

Examples: Dimensions 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual knowledge B. Conceptual knowledge C. Procedural knowledge D. Meta-cognitive knowledge 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. Obvious misalignment Activity: Remember strategies for monitoring decisions and choices. 29

Unit Alignment Overlay This is where we want teachers to end up in their use of the taxonomy ---using it to find out if standards, objectives, activities, and assessments are aligned. In the taxonomy academies we looked at instructional strategies AND assessment prototypes that match the 3 major categories of standards (that we just discussed). Here I will mention the fact that many of the RBT tags are determined and released by the state. I will provide many of the tags here.

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

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! Chart paper?

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

Source: National Training Laboratories: Bethel, Maine 21st Century Learners Source: National Training Laboratories: Bethel, Maine

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

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