1. Revised Bloom’s Taxonomy Designing Aligned Instruction

2. Teachers Are Expected To: Work collaboratively to create a professional learning community in order to plan instruction appropriate for students. Voice Over Somewhere

3. Teachers Are Expected To: Understand how students learn and make the curriculum responsive to cultural diversity and to individual learning needs. Voice Over Somewhere

4. Teachers Are Expected To: Engage students in the learning process and understand that instructional plans must be constantly monitored and modified to enhance learning. Voice Over Somewhere

5. Teachers Are Expected To: Collaborate with their colleagues and use a variety of data sources for short and long range planning based on the North Carolina Standard Course of Study. Voice Over Somewhere

6. Importance of Alignment Alignment is an even stronger predictor of student achievement on standardized tests than are socioeconomic status, gender, race, and teacher effect. (Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989)

7. Learning occurs best when there is: A purposeful process that aligns what is: –Written –Taught –Tested Attention to both: –Content –Cognitive Type

8. Taxonomies are tools for aligning

9. Bloom’s is familiar to MOST educators Show old model Voiceover, “It has its limitations”

10. …So it was revised

11. Revised Bloom’s Taxonomy Looks like…. Rework slides from Lorin Anderson PPT –Replicate PPT slides (update graphics) –Maybe re-voice (or not) “All instructional objectives have the same basic structure Subject Verb Object”

12. Dr. Anderson Part I Content

13. Activity to apply learning “How does what you know best align with this taxonomy?” Think about your content area(use his words “the most important thing”) Consider the various ways that learners “process” your content Consider where & when cognitive process are a part of your content (the “ing” words) Link to PDF of Cognitive Processes

14. Think about all who are responsible for student achievement

15. The Department of Public Instruction Deploys STANDARDS The District Designs LOCAL CURRICULUM The Teachers Design INSTRUCTION Student Achievement is a Shared Responsibility

16. INSTRUCTION Provides learning experiences, aligned with local curriculum expectations, to prepare students to meet the standards set by the state Instruction includes but is not limited to: –Essential Learning Outcomes –Lesson Timelines –Content Learning Experiences –Opportunities for Practice –Formative Assessment –Corrective instruction where required –Assessment of Student Knowledge and Skills using: Teacher Designed Assessments District Assessments (where available) DPI Assessment Prototypes (where appropriate)

17. Learning occurs best when there is: A purposeful process that aligns what is: –Written –Taught –Tested Attention to both: –Content –Cognitive Type

18. Content Alignment This is about the rows in RBT “Does the teacher teach and test the topics listed in the curriculum?”

19. Cognitive Type Alignment This is about the columns in RBT “Do the students get to work and think at the level the curriculum prescribes?”

20. The key to mastery of a standard is the teacher’s clear understanding of the level of cognition required and how to support students in reaching that level. Teaching for Higher Order Thinking

21. 1.What is it we expect students to learn? 2.How will we know when they have learned it? 3.How will we respond when they don’t learn it? 4.How will we respond when they already know it? DuFour Reference RBT is most helpful here

22. Verbs: Evaluate Start with the Nouns and the Verbs Nouns: Lives Individuals (past & present) Families (past & present) Learner Objective: The learner will evaluate how the lives of individuals and families of the past are different from what they are today Pull Sample from Essential Standards

23. Determining the Cognitive Expectations The Knowledge Dimension (nouns) The Cognitive Process Dimension (verbs) 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual X Individual B. Conceptual X Family Life C. Procedural D. Meta- Cognitive The learner will evaluate how the lives of individuals and families of the past are different from what they are today Pull Sample from Essential Standards

24. Describe the life of the mountain girl’s family. The Knowledge Dimension The Cognitive Process Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual X Individual B. Conceptual X Family Life C. Procedural D. Meta- Cognitive X Pull Sample from Essential Standards

25. How was the life of the mountain girl’s family different from your family? The Knowledge Dimension The Cognitive Process Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual X Individual B. Conceptual X Family Life C. Procedural D. Meta- Cognitive X Pull Sample from Essential Standards

26. Sometimes We Miss the Mark If the teaching sequence is designed to support student learning at the knowledge level, but the standard is actually at the analysis level, we have taught to the wrong target.

27. How might we get closer to the target? What are the distinct cognitive processes for the category? The Knowledge Dimension The Cognitive Process Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual B. Conceptual C. Procedural D. Meta- Cognitive

28. Craft a question closer to the target: The learner will evaluate how the lives of individuals and families of the past are different from what they are today Evaluating allows one to: assess, choose, decide, judge, justify, prioritize, rank, rate, select This is a Kindergarten objective, so how do we say it in terms a five year old can understand? Pull Sample from Essential Standards

29. Student Work Sample Where does a Venn Diagram fit on the RBT

30. Using your example Where does it fitWhat would you have students do? –Think, “Cognitive processes and alternate names” Provide link to chart, Table 5.1 from Taxonomy for Learning and Teaching

31. Well Worth Repeating! Alignment is an even stronger predictor of student achievement on standardized tests than are socioeconomic status, gender, race, and teacher effect. (Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989)