from bloom and back to bloom. history 1950’s benjamin bloom created bloom’s taxonomy hierarchy...
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Revised Bloom’s Taxonomy
From Bloom and Back to Bloom
History1950’s Benjamin Bloom created Bloom’s
Taxonomy Hierarchy of six uni-dimensional cognitive
levelsDeveloped so instruction and assessment
were congruent
History Continued…1980’s Robert Marzano created Dimensions
of ThinkingComponents
Content Area KnowledgeMetacognitionCritical and Creative Thinking
Currently used for the state curriculum and testing program
History Continued…1990’s Lorin Anderson revisited Bloom and made it two-
dimensionalLow and High Level Thinking Skills but not necessarily a
hierarchyVerbs replaced nouns because thinking skills indicate actionRevised Bloom's Taxonomy Table clarifies the fit of each
lesson plan's purpose, "essential question," goal or objective; not just a thinking skill
Has Four DimensionsFactual KnowledgeConceptual KnowledgeProcedural KnowledgeMeta-Cognitive Knowledge
Comparison ChartOriginal Bloom’s Marzano Revised Bloom’s
Evaluating
Evaluation Integrating Create
Synthesis Generating Evaluate
Analysis Analyzing Analyze
Application Applying Apply
Comprehension Organizing Understood
Knowledge Knowing Remember
Cognitive Process DimensionRemembering: Retrieving, recognizing, and recalling relevant
knowledge from long-term memory. Understanding: Constructing meaning from oral, written, and
graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Applying: Carrying out or using a procedure through executing, or implementing.
Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
ExampleRemember: Describe where Goldilocks lived. Understand: Summarize what the Goldilocks story
was about. Apply: Construct a theory as to why Goldilocks went
into the house. Analyze: Differentiate between how Goldilocks
reacted and how you would react in each story event.
Evaluate: Assess whether or not you think this really happened to Goldilocks.
Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.
What are Differences 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.
Four Types of KnowledgeFactual KnowledgeConceptual KnowledgeProcedural KnowledgeMetacognitive Knowledge
THE TAXONOMY TABLECOGNITIVE PROCESS DIMENSION
FACTUAL KNOWLEDGE
KNOWLEDGE
DIMENSION
1. REMEMBE
RRecognizi
ngRecalling
2.UNDERSTAN
DInterpretingExemplifyingClassifying
SummarizingInferring
ComparingExplaining
3.APPLY
ExecutingImplementin
g
4.ANALYZE
Differentiating
OrganizingAttributing
5.EVALUATECheckingCritiquing
6.CREATE
GeneratingPlanning
Producing
CONCEPTUAL KNOWLEDGE
PROCEDURAL KNOWLEDGE
METACOGNITIVE KNOWLEDGE
Recipe Activity
1.In your group, decide what Cognitive Process Dimension your recipe matches.
2.Why that dimension?3.What additional knowledge does
the cook need to have
The Common Format of Objectives
Subject Verb Object S V O
* 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.* 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 and requires cognitive processes.
How it Works
Explain the political alliances and policies that impacted the United States in the latter part of the 20th Century, including NATO, the UN, and OPEC
Verb = Explain
Object = the political alliances and policies that impacted the United States in the latter part of the 20th Century
including NATO, the UN, and OPEC [Extraneous information]
Verb = Explain = UnderstandObject = the political alliances and policies that impacted the United States in the latter part of the 20th Century = Conceptual Knowledge
The SVO format of standards in combination with the two-dimensional structure of the Taxonomy Table allows us to classify standards so we better understand their intent and meaning in terms of student learning.
Additional BenefitsIncrease curriculum alignmentImprove validity of assessmentsImprove quality of instruction
Curriculum AlignmentAssessments
Objectives
Instructional Activities/ Materials
Curriculum
Alignment
Why is Alignment Important?Increases validity of assessment
Increases students’ opportunity to learn
Provides more accurate estimates of teaching effectiveness
Permits better instructional decisions to be made
Traditional AlignmentWhat content is included in the objective?What content is included on the
assessment(s)?Is the content included in the objective
and/or on the assessment included in the instructional materials?
If the content is the same, there is a high level of alignment.
ALIGNMENTUSING THETAXONOMY TABLE
Objectives
Assessments
Instructional Activities
Remember Understand Apply Analyze Evaluate Create
Factual
Conceptual
Procedural
Meta-Cognitive
Curriculum Alignment Activity
1.Group yourselves with your department.
2.Identify the Cognitive Process Dimension for the Objectives
3.Answer the followinga.What dimension do most of
your objectives alignb.How will this change you
instruction?c.How will this change your
assessment?
Implication in the ClassroomTeachers must familiarize themselves with
RBT terminologyTeachers must plan instruction to match
assessmentFormative assessment must happen
Referenceshttp://www.hsc.unt.edu/SACS/ComplianceRep
ort/IMAGES/SOURCEA498.PDF?id=502a5cd8-eb93-de11-ada2-0024e84f6678
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#end
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition, New York : Longman.