BloomsTaxonomyNovREVISED-4-September2006.ppt

Editor's Notes

• #2: Introduce presenters
• #3: Take verbal responses from the group and chart them just to pre-assess what the group knows on this topic then go to the “revised question” later to highlight the fact that the two taxonomies are related but different.
• #4: HISTORY – The Original Bloom’s Taxonomy Taxonomy of Cognitive Objectives 1950s - developed by Benjamin Bloom, et al (40 people) The name “Bloom’s Taxonomy” came from the first editor listed on the book – being Benjamin Bloom Means of expressing qualitatively different kinds of intellectual skills and abilities Been adapted for classroom use as a planning tool Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking
• #5: Now that we’ve addressed what we remember about the “old” Bloom’s what do you know about the Revised Taxonomy? Answer the following question. This can be done individually in a “Think/Pair/Share” process where the group then reports out on a chart or it can be done quickly with verbal answers given out to the group. This can totally be altered depending on time. If done in a “Think/Pair/Share” format: All participants should answer this question in their notebooks (or on sheet of paper) Think – individual time given to answer what each individual knows Pair – time given to groups of 2-3 people to share what they’ve written about the topic Share – time given to the entire group to report out and share what’s been discussed in each group on the topic Write on Chart Paper at front of room
• #6: We will be delving into the topics associated with this book.
• #7: Changes were based on 50+ years of consistent history of using Taxonomy for Learning Teaching and Assessing (Bloom’s Taxonomy) The names of six major categories were changed from noun to verb forms. The word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead. Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category. Create took the place of Synthesis and moved to signify a more cognitively complex position on the matrix
• #8: In Combination – the six revised categories are termed “Cognitive Process” categories andthey exist along the Cognitive Process Dimension The cognitive process dimension is found along the horizontal axis of the Taxonomy Table. Q: What happened to knowledge? A: It became a separate dimension – The Knowledge Dimension The knowledge dimension is found along the vertical axis of the Taxonomy Table. So… there are two dimensions in the Revised Taxonomy – giving it the depth that was intended with the Original Bloom’s Taxonomy. We will now refer to this as the Taxonomy Table The two dimensions are part of a grid where the cognitive process dimension is spread horizontally across the top and the knowledge dimension is spread vertically. One important part of the revised taxonomy is the fact that it is NOT Hierarchical based on Value – this is noted by the arrows placed on each axis of the chart. There are two dimensions we will be delving into with the Revised Taxonomy. Let’s take a look at the first dimension… a little deeper. END OF FIRST PRESENTER
• #9: START 2ND PRESENTER Pass out the copies from the book listing all of the Cognitive Process Dimension verbs. Making note that each category has specific verbs that have very specific and directed meanings that dictate what is done and how it is done.
• #10: BREIFLY -- Review definition of remember… then review each category including the verbs within each category
• #11: Review the sample indicators 1st bullet – (K-5 example) Grade 2 – Indicator 2-2.1 2nd bullet – (6-8 example) Grade 6 – Indicator 6-5.1
• #12: BRIEFLY -- Review definition of understand… then review each category including the verbs within each category NOTE: Under 2.2 – Exemplifying – Illustrating now means to site a specific example – which could include an artistic endeavor, but is not held to just that. It may be just noting a model of a certain concept.
• #13: BREIFLY -- Review each verb going through the Revised Bloom’s definition and the corresponding verbs in each category. NOTE: 2.4 – Summarizing – now has the connotation of abstracting a general theme… the definition that would currently define explain 2.6 – Explaining – now has to involve a cause and effect model – NOT simply stating current knowledge on a subject. These are BIG changes that will impact instruction and assessment!
• #14: Understand is the largest of the Revised Bloom’s Cognitive Process and is where the majority of the SC Science Standards end up being placed. Some of the verbs have VERY different meanings from the typical definitions that are currently excepted. 1st bullet – (K-5 example) Grade 4 – Indicator 4-3.6 Illustrate the phases of the Moon (K-5 example) is an objective/indicator that is asking the student to find examples of the phases of the moon – this could be a drawing of each of the phases in a daily chart. Illustrating the Moon’s effect on ocean tides could include a narrative, a diagram or a drawing, etc. 2nd bullet – (6-8 example) Grade 8 – Indicator 8-4.4 Explain the motions of the Earth and the Moon and the effects of these motions as they orbit the Sun (including day, year, phases of the Moon, eclipses and tides). This objective/indicator is expecting the students to explain the cause and effect relationship between the Earth, Sun and the Moon. It is very different from illustrating the phases of the Moon, which doesn’t ask for as much understanding. 3rd bullet – (9-12 example) Biology – Indicator B-3.5 Another example uses the verb summarize, which is abstracting a general theme or major points. Summarize the functions of proteins, carbohydrates and fats in the human body.
• #15: BREIFLY -- Review definition of apply… then review each category including the verbs within each category
• #16: 1st bullet – (9-12 examples) Chemistry C-1.1, Physics P-1.1 and Earth Science ES 1.1 Apply established rules for significant digits, etc. is an objective/indicator that requires that students carry out of use a procedure in a given situation. 2nd bullet – (6-8 example) Seventh Grade 7-1.1 Use appropriate tools and instruments, etc. is an objective/indicator that requires that students apply a procedure to an unfamiliar task.
• #17: Review each verb going through the Revised Bloom’s definition and the corresponding verbs in each category.
• #18: Review each verb going through the Revised Bloom’s definition and the corresponding verbs in each category.
• #19: 1st bullet (K-5 example) Fourth Grade 4-1.4 Distinguish among observations, predictions and inferences requires that the students determine what are the relevant and/or irrelevant parts when making observations, predictions and inferences. 2nd bullet (9-12 example) Physical Science PS-1.5 Organizing data requires that the students determine how elements fit or function within a structure. 3rd bullet (9-12 example) Earth Science ES-4.4 Attributing global climate patterns to geographic influences requires that the students determine how geography effects or contributes to global climate patterns
• #20: Review each verb going through the Revised Bloom’s definition and the corresponding verbs in each category.
• #21: 1st bullet (6-8 example) Seventh Grade 7-1.6 Detecting inconsistencies between the conclusion and external criteria.
• #22: Create is the most cognitively complex category within the Revised Taxonomy. Create at the indicator level will mostly concern inquiry and the construction of hypotheses, models, plans, etc. Create at the classroom instruction level would involve a student creating their own design… not simply copying a pre-determined set of criteria. For example, “Create an ecosystem” would involve certain criteria that meet the requirements for an ecosystem… organisms interacting with biotic and abiotic factors. In truly creating a ecosystem, the end product would have to be imaginary but would be based on what is known about ecosystems. If the student created an ecosystem with current SC biotic or abiotic factors, then this would make it an illustration or a constructed model.
• #23: Create is the most cognitively complex category in the Revised Taxonomy and requires that some type of product be created. 1st bullet (6-8 example) Eighth Grade 8-1.1 Creating the product of a controlled scientific investigation. 2nd bullet ( K-5 example) Fifth Grade 5-1.5 Creating the product of a finished line graph with identified variables.
• #24: All of these verbs make up the cognitive process dimension. Go back to the chart and reiterate that the revised Bloom’s is non-hierarchical based on VALUE that each of the six dimensions is just more or less cognitively complex and that each level is just as important as the next. IT’S ALSO NOT A CUMULATIVE HIERARCHY. THAT IS, YOU DON’T HAVE TO MASTER EACH LOWER LEVEL BEFORE YOU MOVE TO THE NEXT HIGHER LEVEL. END OF 2ND PRESENTER
• #25: BEGIN 3RD PRESENTER Now let’s take a look at the Knowledge Dimension. Pass out copy of sheet 4.1 from Revised Bloom’s Taxonomy… have everyone review as you move through each knowledge dimension. We’re going to use this information as we apply it to an analogy.. Think of cooking… cooks… chefs…
• #26: Distribute a copy of the Hot Artichoke Dip recipe or simply leave the recipe up on the screen from the presentation then proceed with the directions. Now to review the four categories of the knowledge dimension… we are going to analyze a recipe. Please review the Hot Artichoke Dip recipe on the screen and determine which part of the preparation of this dip is each of the Knowledge Dimensions: Factual, Conceptual, Procedural and Metacognitive. MAKE THIS MORE OF A DISCUSSION OF THE DIFFERENCES BETWEEN THE TOP AND THE BOTTOM AND THE DIFFERENCES AMONG A NOVICE COOK, AN EXPERIENCED COOK, AND A CHEF IN TERMS OF HOW THEY WOULD READ AND USE THE RECIPE.
• #27: Keep this slide up as the participants work in groups to decide what each part of a recipe represents in the knowledge dimensions. Recipes have two parts, a top part and a bottom part. The top part includes the ingredients. The bottom part describes what the cook is supposed to do with the ingredients. In the terminology of the revised Taxonomy, the top part contains the basis for Factual Knowledge (the details) while the bottom part contains the basis for Procedural Knowledge (the steps to follow). More advanced cooks may bring Conceptual Knowledge to the recipe; while chefs will involve Metacognitive Knowledge in the preparation of the Hot Artichoke Dip.
• #28: Review information on Factual Knowledge. Factual Knowledge – ingredients in the recipe
• #29: Review information on Conceptual Knowledge; use recipe to talk about how Conceptual Knowledge differs from Factual Knowledge. Finding a package that says Parmesan cheese because the recipe calls for Parmesan cheese is an example of Factual Knowledge. Knowing where Parmesan cheese fits into the general category of “cheeses” is an example of Conceptual Knowledge. With Conceptual Knowledge, you can make proper substitutions of ingredients. With Conceptual Knowledge, for example, you can determine whether it is possible to substitute Salad Dressing for Mayonnaise.
• #30: Review information on procedural knowledge, using the steps in the recipe to illustrate the composition of procedural knowledge. Emphasize the sequential nature of procedures. Sometimes “next,” “then,” and “now” are used instead of 1, 2, 3, and so on.
• #31: Review the information on metacognitive knowledge; unlike the other types of knowledge which derive primarily from the subject matter being taught, metacognitive knowledge derives primarily from individual students. Indicate how metacognitive knowledge allow cooks to make recipes “their own.” They make strategic modifications in the procedural knowledge. They know which recipes are difficult for them and which are easy. They know what recipes are their “signature dishes.” Metacognitive Knowledge would be the difference between a good cook and a chef in how much he/she thinks about what they are doing and how they are doing it.
• #32: Pass out the copy of the entire Revised Bloom’s matrix REVIEW ONE MORE TIME: CHANGING EMPHASIS Two dimensional Verb represents the cognitive process Noun represents the focus of the knowledge dimension Twenty-four cells that are all important and necessary for well-rounded understanding Authentic tool for curriculum planning, instructional delivery and assessment Allows for quick examination of CIA (Curriculum, Instruction and Assessment) alignment Non-hierarchical based on value– lower levels are not necessary for advancement through levels
• #33: Now how does all of the Revised Bloom’s effect the Revised Standards?? Let’s take a look at where each of the dimensions “show up” within a normal objective based on the state’s expectation of the standard/indicator.
• #34: Make the point that objectives provide a purpose for our instruction. They answer the WHY question. For example, why are we teaching this stuff? By mandated, we mean that teachers are expected to teach toward standards whether they believe them to be important or not. The Revised Standards with indicators that we are about to look at are mandated objectives.
• #35: All objectives are written in the same grammatical format: subject-verb-object or SVO.
• #36: The subject is the learner(s) or the student(s). There is a an understood verb (will or should) immediately after the subject but that is not the verb of interest to us. Rather, the verb will or should is in the future tense and indicates the intentional nature of indicators.
• #37: Example of an indicator broken into the SVO format. Again, the subject is implicit or understood as the student. 2nd grade example – 2-4.4 So this sample would actually be written as “The student will/should recognize that different materials can be mixed together and then separated again.” Now we will identify the verb and object that will need to be focused on for this objective.
• #38: The verb in this objective is recognize and the object is that different materials can be mixed together and then separated again. Recognize is one of the verbs from the cognitive dimension which has a very specific definition which informs the reader (a teacher, parent, administrator, etc.) exactly what the student will be expected to do. In this case the objective is using recognize which means to locate knowledge in a long-term memory that is consistent with presented material. So, the student will be expected to recognize what? That’s where the knowledge dimension presents the object – “that different materials can be mixed together and then separated again”. In this simple case, the object is considered to be factual knowledge. The concept that different materials can be mixed and separated is very basic and foundational for later grade levels.
• #39: 5th grade example – 5-4.3 So this sample would actually be written as “The student will/should summarize the characteristics of a mixture, recognizing a solution as a kind of mixture.” Now we will identify the verb and object that will need to be focused on for this objective.
• #40: The verb in this objective/indicator is summarize and the object is the characteristics of a mixture, recognizing a solution as a kind of mixture. Summarize is one of the verbs from the cognitive dimension which has a very specific definition as well. Summarize is defined as abstracting a general theme or major point. This verb is located in an understanding cognitive category. So, what would the students be required to summarize? That’s where the knowledge dimension presents the object – “the characteristics of a mixture, recognizing a solution as a kind of mixture”. Specifically, the object would be the characteristics of a mixture. With this indicator, the intent is conceptual based on mixtures and solution within the bigger concept of properties of matter. So the cognitive and knowledge dimensions determine the direction for the instructional and assessment implications as well as demonstrate a definitive spiral from one grade level to the next.
• #41: Pulling all of this together… the two examples would then show up in two spots on the taxonomy table. The first example would be considered remembering factual knowledge. The second example would be understanding conceptual knowledge. The two indicators then together spiral the knowledge of basic factual knowledge to a bigger, deeper idea of properties of matter that will be used later to build even more intricate concepts around the same subject of properties of matter at the upper grades. It will most likely include more understanding conceptual knowledge and applying conceptual knowledge to extend the content.
• #42: The Revised Science Standards were written explicitly with the Revised Taxonomy. Understanding the Revised Taxonomy is important while reviewing them and will be critical at the implementation level once the standards are adopted.