1. RBT and the Field Test Year Mary Jo Nason Special Assistant for Curriculum Career and Technical Education Department of Public Instruction

2. The Structure of the Presentation Why is RBT important? What are the major differences between RBT- based courses and previous courses? What is expected of teachers who are teaching an RBT-course during the field test year? How do you examine a curriculum guide?

3. So, Why is RBT Important? Provides common framework (lens) for understanding objectives by limiting the verbs so that a common understanding of intended cognitive processes across courses and subjects is more likely Provides a way to examine alignment

4. Reducing the Number of Verbs: A Lesson from Mathematics Add Analyze Apply Approximate Build Classify Collect Communicate Compare Compute Connect Consolidate Construct Contrast Convert Create Describe Determine Develop Display

5. A few more... Divide Draw Estimate Examine Explain Extend Evaluate Find Formulate Graph Identify Interpret Investigate Justify Label List Locate Make Model Monitor

6. And they keep on comin’ Multiply Order Organize Plot Produce Recognize Reflect Select Show Simplify Solve State Subtract Translate Understand Use Write

7. What is RBT?

8. Evaluation Synthesis Analysis Application Comprehension Knowledge The Original Bloom’s Taxonomy 1958

9. The RBT Taxonomy Table COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION

10. The RBT Taxonomy Table COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION 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

11. 1. Remember We say a student can remember if he/she can retrieve relevant knowledge from long-term memory. Recognizing Recalling

12. 2. Understand Interpret (paraphrase or act out) Exemplify (find or give examples) Classify (place in categories) Summarize (often in 25 words or less) Infer (make predictions) Compare (similarities and differences) Explain (cause and effect) We say a student can understand if he/she can:

13. 3. Apply We say a student can apply if he/she can carry out or use a procedure in a given situation. We say a student can apply if he/she can carry out or use a procedure in a given situation. Executing Implementing

14. The RBT Taxonomy Table COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION

15. FactualKnowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge Concrete Abstract The RBT Taxonomy Table KNOWLEDGE DIMENSION

16. A. Factual Knowledge Knowledge of terminology Knowledge of specific details and elements Basic elements students must know to be acquainted with a discipline or solve problems in it.

17. B. Conceptual Knowledge Knowledge of classifications and categories Knowledge of principles and generalizations Knowledge of theories, models and structures Interrelationships among the basic elements within a larger structure that enable them to function together.

18. C. Procedural Knowledge Knowledge of subject-specific skills and algorithms Knowledge of subject-specific techniques and methods Knowledge of criteria for determining when to use appropriate procedures How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods.

19. A1 B2 C3 KNOWLEDGEDIMENSION A FACTUAL KNOWLEDGE B CONCEPTUAL KNOWLEDGE CPROCEDURALKNOWLEDGE DMETACOGNITIVEKNOWLEDGE 1. REMEMBER 2. UNDERSTAND 3. APPLY 4. ANALYZE 5. EVALUATE 6. CREATE Recognize Recall Interpret Exemplify Classify Summarize Infer Compare Explain Execute Implement Differentiate Organize Attribute Check Critique Generate Plan Produce THE TAXONOMY TABLE

20. WHAT ARE THE DIFFERENCES? Shorter Only 25 verbs Emphasis shifted from memorization to understanding Blueprints

21. Unit Overview Essential questions Unpacked content Recommended sequence of activities along with a statement of the relevance Curriculum Guides WHAT ARE THE DIFFERENCES?

22. Would you tell me please, which way I ought to go from here?" asked Alice. "That depends a great deal on where you want to go to," said the Cat. "I don't much care, where," said Alice. "Then it doesn't matter which way you go," said the Cat. Lewis Carroll, Alice in Wonderland

23. Unpacking Content

24. WHERE STUDENTS ARE UNPACKED CONTENT WHERE WE WANT STUDENTS TO BE A Course is Like a Bridge What is the bridge made of?

25. What is the alternative to this process?

28. Recommended Instructional Activities Sequence Flow

29. WHERE STUDENTS ARE UNPACKED CONTENT WHERE WE WANT STUDENTS TO BE 7 65 432 Activity 1 Bridge with an Aerial View Unpacked Content and Flow of Activities Sequence and Flow of Activities

30. Why is Alignment Important? Increases student’s opportunity to learn (more time is spent on more important things) Increases the validity of assessments. With valid assessments, students can demonstrate they have, in fact, learned. Enables teachers to be (and be seen as) more successful. More effective teachers develop a “can do” attitude, which has been found to be a central factor in continuing teacher effectiveness.

31. Improved Alignment Objectives Assessment Instructional Activities/ Materials Students

32. Teaching During the Field Test Year

33. Requirements for Teachers Submit anticipated grades for all students –In column P –Based exclusively on student performance relative to the course competencies and objectives. –Behavior and attendance SHOULD NOT be considered

34. Requirements for Teachers Requirements for Teachers (cont’d) Complete on-line survey –Purpose: provide constructive feedback (i.e., what is really good; what changes need to be made) –Access to the survey through a hyperlink from your IM Coordinator (VoCATS). –The survey is to be completed within 10 days prior to the mid term and end of the course test.

35. To complete the on-line survey teachers will need to: Keep notes as they teach the course (either using journals or writing on post-its that can be placed at appropriate places in the curriculum guides) Understand how to examine the curriculum guide

36. Field Test Trade-Offs The only way to make sure the released and secure items are of equal difficulty, on average, is to field test ALL items and then divide the items into “secure” and “released” groups based on the results. As a consequence, there will be no “released” (or “classroom”) items available during the field test year. After the first year, however, you will have increased confidence in the comparability of the released and secure items in terms of their validity, reliability, and difficulty.

37. How Do I Examine the Curriculum Guide? Pay attention to the objective, focusing on the verb and the RBT designation. Pay attention to the connections among the objective, the unpacked content, the flow of activities, and the test items. When the connection is “tight” we say that the curriculum is ALIGNED.

38. Let’s look at few examples!

39. 6208 Business and Information Technology Education 3.01 Recall personal characteristics and skills needed for a successful entrepreneur.

40. Unpacked Content What are the characteristics and skills? Persistent: Entrepreneurs work until a job is done. They are determined to overcome problems and to pursue their goals in order to make their business successful. Creative: Entrepreneurs are constantly looking for new ways to solve problems. Inquisitive: Entrepreneurs are curious about things that may affect their business. They are not afraid to ask questions or to conduct research in order to solve problems.

41. Relevant Activities

42. Personal Characteristics and Skills Needed by Successful Entrepreneurs Distribute the 3.01 Personal Characteristics and Skills activity (in Activities Folder) to the students. Have students complete the chart by matching the characteristics and skills they learned in the PowerPoint presentation to the descriptions given in the chart. When the students have completed the activity, facilitate a class discussion. This activity will help the students recall the personal characteristics of an entrepreneur that they learned in the PowerPoint presentation. Students will identify a characteristic based on the definitions of that characteristic. 3.01 Personal Characteristics and Skills activity (in Activities Folder) 3.01 Personal Characteristics and Skills KEY (in Activities Folder) ACTIVITIES RELEVANCY TO OBJECTIVE RESOURCES

43. Memory Device Activity Have students complete the activity using 3.01 Personal Characteristics in Activities Folder. As needed, assist students in creating a mnemonic (or memory) device to help them remember the personal characteristics of a successful entrepreneur. Facilitate a class discussion by asking students to share their memory device with the class. Post the students' mnemonics in the classroom. Using a mnemonic (or memory) device will help the students better recall the personal characteristics of successful entrepreneurs. 3.01 Personal Characteristics (in Activities Folder) ACTIVITIES RELEVANCY TO OBJECTIVE RESOURCES

44. Test Items Which personal characteristic of successful entrepreneurs reflects that they work until the job is done? A. Creative B. Inquisitive C. Persistent D. Self-confident Which personal characteristic of successful entrepreneurs reflects that they constantly look for new ways to solve problems? A. Creative B. Persistent C. Responsible D. Self-confident

45. 7711 Masonry I 7.02 Apply procedures for laying a dry bond

46. Unpacked Content The procedure to lay dry bond  Check drawing specifications for bond type  Mark the spacing on the foundation for each brick and mortar joint  Lay units on foundation beginning at the starting point  Check specifications for mortar joint size and use a 3/8 or ½ inch board for a mortar joint spacing jig  Adjust spacing and mark end of unit  Use framing square to mark 90 degree corner at the ends of the wall  Check corner layout on drawings

47. Relevant Activities

48. Hand out Student Information Sheet 7.2.1 Dry Bonding, and provide demonstration of how to apply procedures for laying a dry bond. Students will take notes and write questions for discussion. Have students use the Internet to look up and learn more about bond patterns using Bon Tool web-site. Provides background for student to apply the procedure for laying a dry bond. http://www.bontool.com/ knowledge_center/KC_ Bonds.asp ACTIVITIESRELEVANCY TO OBJECTIVE

49. Students will set up the work area with the following materials. * 45 common brick * 36 half brick * 8¾ closures and 8¼ closures. Students should demonstrate correct procedures for laying a dry bond wall using Student Information Sheet 7.2.1, Dry Bonding, as a guide. Arrange brick in a single wythe dry bond 9 courses high. Provide as much time as possible for students to practice this procedure. Helps students apply dry bonding procedure to basic structural bonding patterns. ACTIVITIES RELEVANCY TO OBJECTIVE

50. Test Items While laying a dry bond the mason sees that an opening will require a change in spacing. What should he/she do? A. Adjust the spacing B. Check corner layout C. Lay units on the foundation D. Mark the end of every unit While laying out a dry bond the mason realizes that he/she is laying the wrong bond pattern. What should he/she do? A. Check corner layout B. Lay units on the foundation C. Mark the end of every unit D. Start the procedure over

51. Reviewing the Key Questions Why is RBT important? What are the major differences between RBT- based courses and previous courses? What is expected of teachers who are teaching an RBT course during the field test year? How do I examine a curriculum guide?

52. Questions?