1. Revised Blooms Taxonomy (RBT) and North Carolina Essential Standards March 5, 2010

2. NC DPI Goal: NC public schools will produce globally competitive students. The Purpose of Standards: To define and communicate the knowledge and skills a student must master to be globally competitive.

3. ES National & International Standards 21 st Century Skills Revised Blooms Taxonomy Principles and Filters Enduring Measurable Clear and Concise Prioritized and Focused Rigorous Relevant to the Real World CriteriaFiltersCourse Generalized goals Examples and processes to achieve criteria Student Outcomes Assessment Prototypes

4. ES Course The Essential Standard is the organizing unit.

5. Blooms Revised Blooms Remember Apply Understand Analyze Evaluate Create Evaluation Analysis Synthesis Application Comprehension Knowledge

6. Change in Terms Category names changed: nouns to verb forms Taxonomy reflects different forms of thinking: thinking is an active process; verbs were more accurate Subcategories of the six major categories replaced by verbs Some subcategories reorganised (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html

7. Change in Terms Knowledge category renamed. Knowledge is a product of thinking thus inappropriate to describe a category of thinking; replaced with the word remembering Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking described by each category. (http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed July 2003) ; Pohl, 2000, p. 8)http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html

8. Revised Blooms Taxonomy is a taxonomy of both cognitive process and knowledge. Revised Blooms Taxonomy

9. The student will interpret data from statistical investigations presented in tables and bar graphs. Subject VerbObject The Student Cognitive Process Knowledge Essential Standards take the following form... Example Revised Bloom's Taxonomy

10. Cognitive Process The Cognitive Processes (or verbs) in the RBT have very specific meanings. For Example: Implementing requires adjusting a process to a new situation Explaining requires constructing a cause-and-effect model of a system (e.g. explain the recent downturn in the global economy) Inferring requires drawing a logical conclusion from presented information (e.g. in learning a foreign language, infer grammatical principles from examples) Revised Blooms Taxonomy

11. The verbs provide clues as to the cognitive process category intended by the person or persons writing the standard. Adopted from the original Blooms taxonomy of educational objectives, there are six cognitive process categories.

12. Remember Understand Apply Analyze Evaluate Create The Cognitive Process Dimension Revised Blooms Taxonomy

13. Each of the six cognitive process categories was divided into specific cognitive processes. Nineteen (19) specific cognitive processes were identified.

15. Unlike the verbs, the objects of the standards are subject-specific (e.g., math, science, social studies). The objects specify the CONTENT of the standard. For several reasons, CONTENT was replaced by KNOWLEDGE.

16. Difference Between Content and Knowledge? Content is subject-matter specific. If you focused on content, then, you would need as many taxonomies as there are subject matters (e.g., one for science, one for history, etc.). Content exists outside the student. A major problem, then, is how to get the content inside the student. When content gets inside the student, it becomes knowledge. This transformation of content to knowledge takes place through the cognitive processes used by the student.

17. Four Types of Knowledge Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge

18. Factual Conceptual Procedural Meta-Cognitive Remember Understand Apply Analyze Evaluate Create The Cognitive Process Dimension The Knowledge Dimension Revised Blooms Taxonomy

19. Knowledge Dimension Cognitive Process Dimension Remember Understand ApplyAnalyzeEvaluateCreate FactualList Summarize Classify OrderRank Combine Conceptual Describe Interpret Experiment ExplainAssessPlan Procedural TabulatePredict Calculate Differen tiate ConcludeCompose Meta- cognitive Appropriate Use Execute Construct AchieveAction Actualize 2-D Revised Blooms Taxonomy http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table

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