Taxonomy Training 061207
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Transcript of Taxonomy Training 061207
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Objectives Participants will understand
The revised Blooms taxonomy.
How the taxonomy can help teachers aligninstruction and assessments with standards.
(see sources in handbook)
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Do you recall the originaltaxonomy with the 6 major
categories of learning? Cognitive Domain
Knowledge Comprehension
Application Analysis Synthesis
Evaluation
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HowHow do you use Blooms
Taxonomy in theclassroom?
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Why was the originaltaxonomy revised?
Cognitive research revealed that learningwas not linear. It did not always occur in
this designated order (e.g., analysis mayhave to precede understanding.) Over the years, too many verbs were used
(and misused) to describe the levels. Type of knowledge makes a difference. The original taxonomy was not designed
for K-12 curricula.
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Bloom Revised Bloom
Remember
Apply
Understand
Analyze
Evaluate
Create Evaluation
Analysis
Synthesis
Application
Comprehension
Knowledge
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The Revised
Taxonomy Reflects two dimensions of learning:
Cognitive processes (with only 19verbs---actually gerunds)
Types of knowledge
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THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION
K N O W L E D G E D I M E N S I O N
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THE TAXONOMY TABLE
D6D5D4D3D2D1D. Metacognitive
Knowledge
C6C5C4C3C2C1C. ProceduralKnowledge
B6B5B4B3B2B1B. ConceptualKnowledge
A6A5A4A3A2A1A. FactualKnowledge
1.REMEMBERRecognizing
Recalling
2.UNDERSTAND
InterpretingExemplifyingClassifying
SummarizingInferring
ComparingExplaining
3.APPLY
ExecutingImplementing
4.ANALYZEDifferentiating
OrganizingAttributing
5.EVALUATECheckingCritiquing
6.CREATEGenerating
PlanningProducing
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Students will learn the major exports of the various SouthAmerican countries .
THE COGNITIVE PROCESS DIMENSION
THEKNOWLEDGEDIMENSION
1. REMEM
BER
2. UNDERSTA
ND
3. APPLY
4. ANALYZE
5. EVALU
ATE
6. CREATE
A. FACTUAL KNOWLEDGE
xB. CONCEPTUAL KNOWLEDGE
C. PROCEDURAL KNOWLEDGE
D. META- COGNITIVE KNOWLEDGE
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The revised taxonomy is atool for teachers .
Key to understanding the new State academicstandards.
Common language (a standard vocabulary) toguide curriculum decisions across subjectareas.
Useful framework for analyzing and aligningunits of instruction, teaching methods, andclassroom assessment.
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Content of the RevisedTaxonomy
See taxonomy tables 1-3.
Lets look at the explanationsand examples .
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See Table 1 for
KnowledgeDimensions
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A. Factual Know ledge
Basic elements students must know to beacquainted with a discipline or solve
problems in it.
Sub-types:Aa. Knowledge of terminology
Ab. Knowledge of specific details andelements
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Examples of Factual Knowledge
1812
William Shakespeare 4 x 3 = 12 >
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Standards on Factual
Knowledge
Students will
1. identify prominent inventors and scientistsof this period.
2. remember the rules for using commas,
semi-colons, and colons.3. Recall numbers counting 1-20.
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B. Conceptual Knowledge
The interrelationships among the basicelements within a larger structure thatenables them to work together.
Sub-types:Ba. Knowledge of classifications and categories
Bb. Knowledge of principles and generalizationsBc. Knowledge of theories, models, and
structures
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What is a concept?
A category or group of things with features (attributes)
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Conceptual Knowledge
Has to be taught by defining the attributesand with multiple examples and non-examples (some of which are near-misses);
can be abstract or concrete .Examples: Dog
JusticeTable Love
Equal parts
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Standards on Conceptual
Knowledge Students will
1. distinguish between inherited traits and thoseacquired from environmental factors.
2. evaluate sources for accuracy, bias, andcredibility.
3. use Boyles law for gas pressure to solve givenproblems.
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C. Procedural Knowledge
How to do something: methods of inquiry,and criteria for using skills, algorithms,techniques, and methods
Sub-types:Ca. Knowledge of subject-specific skills and
algorithms
Cb. Knowledge of subject-specific techniques andmethods
Cc. Knowledge of criteria for determining when to
use appropriate procedures
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Examples of Procedural
Knowledge
In math, algorithms for performing longdivision In science, methods for designing experiments
In ELA, implementing the writing process
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Standards on Procedural
Knowledge Students will
1. Demonstrate the steps for dribbling abasketball.
2. Carry out procedures to measure and
record daily weather conditions.3. Use order-of-operation rules appropriately
to solve problems.
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D. Metacognitive Knowledge
Knowledge of cognition in general as well asawareness and knowledge of one's own cognition
(thinking about your thinking)
Sub-types:Da. Strategic knowledge
Db. Knowledge about cognitive tasks,including appropriate contextual andconditional knowledge
Dc. Self-knowledge
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Examples & Non-examples of Metacognitive Knowledge
Examples:1. Knowing when to use mnemonic strategies, paraphrasing,
summarizing, questioning, note-taking, or outlining toattain a learning goal.
2. Realizing that your study session will be more productiveif you work in the library rather than at home
3. Knowing that the science textbook chapters have to be
studied differently from novels.Non-examples: Standards that ask the student to
A. outline the structure of local government. (B)
B. identify the authors perspective in a literary work. (B)
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CLUES:How do you know youre dealingwith Metacognitive Knowledge ?
Assessments will be subjective and divergent. It would not be directly assessed on a standardized
test.
Difficult to measure via paper and pencil tests---bestdone through classroom discussion and observation orexamination of individual student work.
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See Table 2
for definitions andexamples of
cognitive processes
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1. Remember
Retrieving relevant knowledge from long termmemory (verbatim, unchanged by student)
Cognitive Processes:1.1 Recognizing (identifying)1.2 Recalling (retrieving)
Remembering is essential for meaningful learningand problem-solving. Used in more complex tasks.
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Examples of Remember
1) Identify the date the US joined WW II.
a. 1841 b. 1917 c. 1941 d. 1945
2) List the five steps of the scientificmethod in order.
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There is a significant difference
between the Remember and allthe other categories.
Remember = rote learning
All others = meaningful learning(transfer)
Rote learning requires students to remember what theylearned. Transfer requires students to remember but also
make sense of what they have learned.
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2. Understand Constructing meaning from instructional
messages, including oral, written, andgraphic communication
More cognitive processes are associatedwith this category than any other category
Most represented in state standards Critical for all further learning
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2. Understand (continued)
7 specific cognitive processes 2.1 Interpreting (clarifying, paraphrasing,
representing, translating)
2.2 Exemplifying (illustrating, instantiating)2.3 Classifying (categorizing, subsuming)2.4 Summarizing (abstracting, generalizing)2.5 Inferring (concluding, extrapolating,
interpolating, predicting)2.6 Comparing (contrasting, mapping, matching)2.7 Explaining (constructing causative models)
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Examples of Understand
a) Classify the following (unfamiliar) organismsas vertebrates or non-vertebrates.
b) Explain the causes of the American Revolution.c) Give examples of various kinds of chemical
compounds.d) Represent number sentences expressed in
words as algebraic equations expressed insymbols.
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3. Apply
Carry out or use a procedure in agiven situation.
Cognitive processes:3.1 Executing (carrying out) using a
procedure on familiar tasks (exercises);has a fixed sequence of steps
3.2 Implementing using a procedure onunfamiliar tasks (problems); student hasto select technique or method & oftenchange sequence (e.g., a flowchart)
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Examples of Apply
a) Add 3-digit numbers.b) Use the most effective, efficient, and
affordable method of conducting aresearch study to address a specificresearch question.
l
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4. Analyze Break material into its constituent parts and
determine how the parts relate to one another andto an overall purpose.
Cognitive processes:4.1 Differentiating [e.g. the relevant from theirrelevant parts]
4.2 Organizing [The ways that elements fit orfunction within the overall structures]4.3 Attributing [the underlying purpose or
perspective]
l f l
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Examples of Analyze
a) In reading a passage on the battle of
Camden, determine whether the author takesthe perspective of the Americans or theBritish.
b) Select the major points in research reports.
c) Read a textbook lesson on statistics andgenerate a matrix that includes eachstatistics name, formula, and the conditionsunder which it should be used.
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Do you assess your students
with cold reading?
Many assessments simply ask studentsto do something with readings that havebeen discussed in class---which taps
memorization more often thanunderstanding, much less analysis.
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5. EvaluateMake judgments based on criteria and
standards.
Cognitive processes:5.1 Checking [testing for internal
consistencies or fallacies in an
operation or product]5.2 Critiquing [judging a product or
operation based on externally imposedcriteria and standards.]
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Examples of Evaluate
a) Apply the International ExaminationBoard criteria to judge the quality of a
choral performance.
b) Determine whether a scientist's conclusion
follows from the observed data noted inthe report.
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6. Create
Put elements together to form a coherent orfunctional whole; reorganize elements into
a new pattern or structure.
Phases:
6.1 Generating (Hypothesizing) based on criteria
6.2 Planning (Designing) devising a solution6.3 Producing (Constructing) constructing an
original product based on 6.1 and 6.2
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Examples of Create
a) Given the laws of physics, hypothesize asto why the movement of atoms could not
be tracked.
a) Develop a technological design for a
product that meets designatedspecifications.
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ACTIVITY: Task 1
Each group will use the standardsworksheet and for each standard :
1. Identify the object(s) and verb(s).2. Identify the Knowledge and
Cognitive processes.3.Identify its intent/focus.
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Where have all
the words gone?Below are words you wont find inthe revised taxonomy or in the newstate standards. Why do you thinkthey were excluded?
Describe, list, discuss, skill, problem- solving, explore, develop, learn, accept, appreciate, enjoy, reflect
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MOST POPULATED CELLS IN STATE STANDRDS
THE COGNITIVE PROCESS DIMENSION
THEKNOWLEDGEDIMENSION
1. REMEM
BER
2. UNDERSTA
ND
3. APPLY
4. ANALYZE
5. EVALU
ATE
6. CREATE
A. FACTUAL KNOWLEDGE
A1B. CONCEPTUAL KNOWLEDGE B2C. PROCEDURAL KNOWLEDGE
C3
D. META- COGNITIVE KNOWLEDGE
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ACTIVITY: Task 2
1. Identify the object(s) and verb(s).
2. Identify its intent/focus.3. Rewrite the standard.4. Identify the Knowledge and
Cognitive processes.
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Lets talk about some of
the uses of the taxonomy
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Teachers can plot out an entireunit on the taxonomy table to
create a visual picture of alignment or misalignment withthe standards.
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1Rememb
2Understan
3Apply
4Analyze
5Evaluat
6Create
AFactual
B
ConceptualACTIVITY
1
ASSESS A
STANDARD / OBJECTIVE
ACTIVITY 2
ASSESS B
ACTIVITY7
CProcedural ACTIVITY 3
ASSESS D ASSESS C
ACTIVITY
6
DMeta-
CognitiveACTIVITY 4 ACTIVITY 5
Unit Alignment Overlay : Show for each unit thestandards, activities, and assessments on same matrix.
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More value for
taxonomy The connection between the standards and the
PACT will be clearer. PACT items will be
written at the cognitive level of the verb in thestandard.
Its not connected to any curriculum or program ---so its a useful framework for analyzing or planning units of instruction in anyphilosophical framework.
Analysis of Grades 6 - 8 Science Standards (2005)
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Analysis of Grades 6 - 8 Science Standards (2005) Using Bloom's Revised Taxonomy
B-2 UnderstanConceptualKnowledge
72%
C-3 Apply ProceduralKnowledge
9%
A-1 RememberFactual
KnowledgeB-4 AnalyzeConceptualKnowledge
6%
B-5 EvaluateConceptualKnowledge
1%
B-6 CreateConceptua
lKnowledge
C i f S i A I d S S d d
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Comparison of Science Assessment Items and State Standards Grades 6 - 8
9%
72%
9%3%
46%
1%1%
52%
A-1Remember
Factual
Knowledge
B-2UnderstandConceptual
Knowledge
C-3 ApplyProceduralKnowledge
B-6Create
Conceptual
Knowledge
State Standards
ClassroomAssessment Items
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Instructional Strategies
See handout (P. 6) on suggestionsfor teaching different types of
standards/objectives.
Also, see Marzanos nine
researched-based instructionalstrategies on P. 8.
Grade-level Standards Covered in K-5
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* Alignment for Grade 3 is high because of the commonemphasis on the multiplication tables.
Grade level Standards Covered in K 5Math Textbooks
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