REVISED BLOOM�s TAXONOMY BEN THIGPEN

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REVISED BLOOM’s: An Alignment Tool: 

REVISED BLOOM’s: An Alignment Tool Ben Thigpen DCS

Big Ideas : 

Assessing Academic Rigor 2 Big Ideas The Revised Bloom’s Taxonomy helps us to analyze cognitive demand along two dimensions. Using the taxonomy can result in rich discussions about intentions, assumptions and outcomes. The very act of using the taxonomy can inform our decisions and motivate us toward demanding higher levels of rigor. Assessing Academic Rigor 2

Bloom’s Taxonomy: 

Bloom’s Taxonomy Widely known, published in 1956 Six levels within the cognitive domain, from the simple recall or recognition of knowledge, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order, which is classified as evaluation. Bloom found that over 95% of the test questions students encounter require them to think only at the lowest possible level... the recall of information. Assessing Academic Rigor 3 Assessing Academic Rigor 3

Cognitive Domain (revised): 

Cognitive Domain (revised) Original Bloom’s Categories Knowledge Comprehension Application Analysis Synthesis Evaluation Revised Bloom’s Categories Remember Understand Apply Analyze Evaluate Create Assessing Academic Rigor 4 Assessing Academic Rigor 4 Source: Anderson et al. (2001).

Two Dimensions: 

Two Dimensions Assessing Academic Rigor 5 D6 D5 D4 D3 D2 D1 D. Metacog-nitive Knowledge C6 C5 C4 C3 C2 C1 C. Procedural Knowledge B6 B5 B4 B3 B2 B1 B. Conceptual Knowledge A6 A5 A4 A3 A2 A1 A. Factual Knowledge 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 Knowledge

Cells of the Matrix: 

Cells of the Matrix Let’s take a few minutes to discuss the 6 cognitive categories as well as the new dimensions of knowledge) There are 19 gerunds that describe the levels of learning. Taxonomy 101- Learn the cells!! Taxonomy 201-Learn which instructional strategies work in each cell!! No common language = no collaboration!!

Taxonomy Review A: 

Taxonomy Review A “Pocket fact” Each day, as students enter the classroom, they pick an “addition fact strip” from a basket. Each student is expected to memorize this fact. Periodically, during the day, students are asked to recite their facts. Parents, the principal, custodians — everyone knows about this activity and reinforces it. The next morning, the student records the fact and picks a new one. Assessing Academic Rigor 7 Assessing Academic Rigor 7

Taxonomy Review B: 

Taxonomy Review B I want my students to explain the consequences of the Parliamentary Acts for different colonial groups. Assessing Academic Rigor 8 Assessing Academic Rigor 8

Taxonomy Review C: 

Taxonomy Review C I distributed ten rock samples to groups of students, five from a volcanic region and five collected locally. Students were asked to match the rock samples to descriptions of different types of rocks. Students completed this task within 15 minutes, but while circulating I noticed that many had confused pumice with sandstone, so I decided to lead a brief “assessment conversation” to attain consensus about the identities of the samples and what their “findings” indicated about the local geology. Assessing Academic Rigor 9 Assessing Academic Rigor 9

Taxonomy Review D: 

Taxonomy Review D For a two-week unit on commercials that is part of a larger nine-week unit on nutrition, I want my students to create a commercial about a common food product that reflects understandings of how commercials are designed to influence potential customers. Assessing Academic Rigor 10 Assessing Academic Rigor 10

Taxonomy Review E: 

Taxonomy Review E For a unit on report writing, students wrote a research report on a famous American then did an oral presentation of the report. I used two types of formal assessments at the end of the unit. I used a rubric to evaluate the students’ final reports on development, organization, word choice, sentence formation, and writing rules. I used a scoring guide to grade them on various oral composition and speaking skills for their oral presentations. Assessing Academic Rigor 11 Assessing Academic Rigor 11

Value of Revised Bloom’s: 

Value of Revised Bloom’s More authentic tool for curriculum planning, instructional delivery and assessment Applies K − 16 and beyond Emphasizes explanation and description of subcategories Describes content and learning and provides examples across subject areas Can plot objectives, activities and assessments for entire unit, ensuring alignment and rigor Helps develop a common vocabulary Assessing Academic Rigor 12 Assessing Academic Rigor 12

Are These Aligned?: 

Are These Aligned? 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 Assessing Academic Rigor 13 Assessment Instruction Standard Instruction

Examples: Dimensions: 

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 Assessing Academic Rigor 14 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. Activity: Remember strategies for monitoring decisions and choices.

Slide 15: 

Unit Alignment Overlay

Practice using RBT to analyze standards : 

Practice using RBT to analyze standards

Common structure of standards: 

Common structure of standards S - V - O VERB OBJECT describes noun(s) kind of content learning

The student will compare whole numbers, fractions, decimals, and percents using concrete materials, drawings, pictures, and mathematical symbols.: 

The student will compare whole numbers, fractions, decimals, and percents using concrete materials, drawings, pictures, and mathematical symbols. The student will compare whole numbers, fractions, decimals , and percents using concrete materials, drawings, pictures, and mathematical symbols .

Task One: Classify standards: 

Assessing Academic Rigor 19 Task One: Classify standards Form groups of three and determine the appropriate RBT category for each of the following state standards for English I. Use RBT Tables 1, 2, and 3 for this task to identify the categories. Assessing Academic Rigor 19

Task Two: Rewrite standards: 

Assessing Academic Rigor 20 Task Two: Rewrite standards Circle the verb and underline the object. Discuss the intent of the standard and write the intent in space available. Rewrite the standard using taxonomic terms. Classify according to RBT. Assessing Academic Rigor 20

Big Ideas: Revised Bloom’s: 

Big Ideas: Revised Bloom’s A taxonomy is a useful tool for classifying and aligning objectives, instruction, and assessment to determine level of cognitive complexity. The Revised Bloom’s Taxonomy helps us to analyze cognitive demand along two dimensions. Assessing Academic Rigor 21 Assessing Academic Rigor 21

Taxonomy Review: 

Taxonomy Review “Pocket fact” Each day, as students enter the classroom, they pick an “addition fact strip” from a basket. Each student is expected to memorize this fact. Periodically, during the day, students are asked to recite their facts. Parents, the principal, custodians — everyone knows about this activity and reinforces it. The next morning, the student records the fact and picks a new one. Assessing Academic Rigor 22 Assessing Academic Rigor 22

Taxonomy Review: 

Taxonomy Review I want my students to explain the consequences of the Parliamentary Acts for different colonial groups. Assessing Academic Rigor 23 Assessing Academic Rigor 23

Taxonomy Review: 

Taxonomy Review I distributed ten rock samples to groups of students, five from a volcanic region and five collected locally. Students were asked to match the rock samples to descriptions of different types of rocks. Students completed this task within 15 minutes, but while circulating I noticed that many had confused pumice with sandstone, so I decided to lead a brief “assessment conversation” to attain consensus about the identities of the samples and what their “findings” indicated about the local geology. Assessing Academic Rigor 24 Assessing Academic Rigor 24

Taxonomy Review: 

Taxonomy Review For a two-week unit on commercials that is part of a larger nine-week unit on nutrition, I want my students to create a commercial about a common food product that reflects understandings of how commercials are designed to influence potential customers. Assessing Academic Rigor 25 Assessing Academic Rigor 25

Taxonomy Review: 

Taxonomy Review For a unit on report writing, students wrote a research report on a famous American then did an oral presentation of the report. I used two types of formal assessments at the end of the unit. I used a rubric to evaluate the students’ final reports on development, organization, word choice, sentence formation, and writing rules. I used a scoring guide to grade them on various oral composition and speaking skills for their oral presentations. Assessing Academic Rigor 26 Assessing Academic Rigor 26

RBT: an alignment tool: 

RBT: an alignment tool We’ve looked at objectives, assessments, and activities in isolation. Now we are going to focus on a holistic look at units of study and the alignment of all elements in a unit. Assessing Academic Rigor 27

Examples: Dimensions: 

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 Assessing Academic Rigor 28 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. Activity: Remember strategies for monitoring decisions and choices.

Are These Aligned?: 

Are These Aligned? 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 Assessing Academic Rigor 29 Assessment Instruction Standard Instruction

Alignment to Standard: 

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 Assessing Academic Rigor 30 Instruction and formative assessment Instruction and formative assessment Standard Instruction and formative assessment Instruction and formative and summative assessment

Slide 31: 

Unit Alignment Overlay