1. Revised Bloom’s Taxonomy Building Knowledge for Success Trey MichaelMary Jo Nason Marketing ConsultantSpecial Assistant for Curriculum amichael@dpi.state.nc.usamichael@dpi.state.nc.usmnason@dpi.state.nc.us amichael@dpi.state.nc.us

2. GOALS FOR TODAY Understand RBT and its impact on the newly-published courses Anticipate issues for implementing RBT courses within LEAs Discuss ways to assist teachers with implementation

3. Professional Development Model STEPS 1. Understand structure and purpose of RBT 2. Understand RBT and the published courses 3. Develop aligned objectives, teaching activities and assessments 4. Help others with understanding of RBT

4. 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

5. 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

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

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

8. What is RBT?

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

10. The RBT Taxonomy Table COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION

11. 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

12. 1. REMEMBER We say a student can remember if he/she can retrieve relevant knowledge from long-term memory. Recognize (identify) Recall (retrieve)

13. 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 model) We say a student can understand if he/she can:

14. 3. APPLY We say a student can apply if he/she can carry out or use a procedure in a given situation. Execute (carry out a procedure for a familiar task) Implement (use a procedure for an unfamiliar task)

15. The RBT Taxonomy Table COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION

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

17. 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. A. FACTUAL KNOWLEDGE

18. 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. B. CONCEPTUAL KNOWLEDGE

19. 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. C. PROCEDURAL KNOWLEDGE

20. 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

21. Shorter Only 25 verbs Emphasis shifted from memorization to understanding WHAT ARE THE DIFFERENCES? A look back…

22. S V O Objective Format S = Subject: students V = Verb: from cognitive process domain (limited to 25 from RBT table) O = Object: content student is intended to learn (from knowledge domain) The RBT Regional Training Group will UNDERSTAND RBT and its impact on the newly-published courses.

23. THE LEARNING QUESTION THE INSTRUCTION QUESTION THE ASSESSMENT QUESTION THE ALIGNMENT QUESTION FOUR FUNDAMENTAL CURRICULUM QUESTIONS

24. 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

25. THE LEARNING QUESTION 1. How is the course (learning) structured so everyone has common understanding of the learning goals? 2. What is MOST important for students to learn in the limited classroom time available? (What is important to know vs. what is nice to know?)

26. CURRICULUM DESIGN 1.What are the BIG OVERRIDING IDEAS for a course? 2.Using Graphic Organizer #1, examine one course and report two places where you found the BIG IDEAS for that course.

27. WHAT A DIFFERENCE A VERB MAKES! How many different verbs can you find on blueprints? Share and report out. What can we learn about a course from these verbs?

28. WHAT DO THE PERCENTAGES SAY ABOUT A COURSE? Using Graphic Organizer #2, what is the largest percentage you can find on a blueprint? What is the smallest percentage you can find on a blueprint? What is the significance of these % for teachers and instruction?

29. THE INSTRUCTION QUESTION How does one plan and deliver instruction that will result in high levels of learning for large numbers of students?

30. WHERE STUDENTS ARE UNPACKED CONTENT WHERE WE WANT STUDENTS TO BE A COURSE IS LIKE A BRIDGE

31. What is the alternative to this process?

34. Unpacking Content

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

36. UNPACKED CONTENT Where is it found? What is it called?

37. ANSWER THE QUESTION Q: What is the major purpose of unpacked content? A: Unpacked content connects TO the students. The need to “unpack” content is based on the fact that much content in an unfamiliar course or subject is not “learner friendly.” “Unpacking” content means making it palatable and understandable for students.

38. RELATIONSHIPS What is the relationship between the RBT designation, objective, and the unpacked content?

39. ANSWER THE QUESTION What is the relationship between the: objective unpacked content instructional activities relevancy Using Graphic Organizer #3, find examples for four different verbs.

40. ANSWER THE QUESTION What did you observe about the sequence of the activities for an objective? Using Graphic Organizer #4, give a specific example of what you observed. Of what importance is this to teachers?

41. THE ASSESSMENT QUESTION How do you know if students learned what was intended?

42. Most testing 2/3 standards 6 states REVISED BLOOM’S TAXONOMY (RBT) COGNITIVE PROCESS DIMENSION 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

43. FORMATIVE VS SUMMATIVE ASSESSMENT Do curriculum guides provide any formative or summative assessment? Find examples to support your response to the question.

44. ITEM BANKS Assessing different cells of Taxonomy Table Verbs tell how to assess Use of item forms to write questions

45. ITEM FORMS Henry Ford’s philosophy was to perfect the Model T. His goal was to reduce costs allowing more people to afford the car. Which concept did Henry Ford adopt? Production ← Product Selling Societal marketing Harris Teeter offers customers the option of online grocery shopping. Its goal is to deliver value to customers in a way that maintains or improves both the customer’s and the society’s well-being. What concept did Harris Teeter adopt? Production Product Selling Societal marketing ←

46. THE ALIGNMENT QUESTION How do you make sure all the pieces ( objectives, instruction, and assessment) fit together?

47. ALIGNMENT USING THE TAXONOMY TABLE Objectives Assessments Instructional Activities/Materials RememberUnderstandApplyAnalyzeEvaluateCreate Factual Conceptual X Procedural Meta- Cognitive

48. IMPROVED ALIGNMENT Objectives Assessment Instructional Activities/ Materials Students

49. 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.

50. THE BIG QUESTION What is the most unique feature you found for use in instruction?

51. THE LAST BIG QUESTION How can you assist teachers with implementation?

52. Teaching During the Field Test Year

53. 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

54. 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. REQUIREMENTS FOR TEACHERS, cont..

55. 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

56. 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.

57. QUESTIONS??

58. In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1072, N.C. Public Schools does not discriminate on the basis of race, sex, religion, color or national or ethic origin, age, disability, or military service in its policies, programs, activities, admissions or employment. Inquiries or complaints should be directed to: The Office of Curriculum and School Reform Services 6307 Mail Service Center Raleigh, NC 27699-6307 Telephone (919) 807-3761; fax (919) 807-3767