Levels of Thinking and Reasoning

1. Levels of Thinking and Reasoning The Bloom-Marzano Hierarchy Scott King-Owen, Instructional Services

2. Welcome! • Make sure you sign the Schoollink roster! • Pick up your workshop materials. • Scott King-Owen, gkingowe@nhcs.net

3. Objectives • Define the levels of thinking and reasoning used in the Standard Course of Study and testing in North Carolina. • Generate content-specific examples of the levels of thinking and reasoning. • Apply the levels of thinking and reasoning to classroom practice. • Evaluate effective use of the levels of thinking and reasoning in classroom practice.

4. Pre-Assessment On your own paper, construct a circle map. Within your circle write down all you know about Bloom’s Taxonomy. Bloom’s Taxonomy

5. Bloom’s Taxonomy • 1956: Benjamin Bloom publishes a small volume called Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain.

6. Bloom’s Taxonomy Educators use the taxonomy to write instructional objectives. Benjamin Bloom wanted a way to classify educational goals. Bloom publishes his Taxonomy of Educational Objectives. Assessments are designed according to the taxonomy. State curricula were written according to the taxonomy.

7. Bloom’s Taxonomy • Bloom’s Taxonomy was updated in 2001 by Anderson and Krathwol. So, why do we still not use Bloom’s Taxonomy in North Carolina?

8. Taxonomy Redefined • Problems with Bloom’s taxonomy: • Oversimplifies the nature of thought and its relationship to learning (Furst, 1994). • The taxonomy implied a hierarchy of thought processes running from lower to higher which did not hold up in research studies (Marzano, 2001).

9. Learning: What We Now Know Learning must take into account the types of knowledge as well as the thinking processes required for manipulating that knowledge. Learning must take into account the learner’s control of his or her own thinking as well as the role of emotion and interest in acquiring knowledge.

10. The Birth of Marzano’s Hierarchy • Robert Marzano set out to repair the deficiencies of Bloom’s Taxonomy in the 1990s. • The result was Designing a New Taxonomy of Educational Objectives(2001). • Revised as The New Taxonomy of Educational Objectives(2006)

11. Marzano and North Carolina • North Carolina’s ABCs program required testing, and the test designers needed a taxonomy for aligning the goals and objectives to test questions so that we would teach what we test and test what we teach. • The resulting “Understanding North Carolina Tests: Thinking Skill Level” was published in 1999.

12. NC Thinking Skills

13. Marzano and North Carolina Misconception Alert: North Carolina did not fully adopt Marzano’s hierarchy. Instead, state officials hybridized Marzano’s work with the original Bloom’s Taxonomy.

14. So What? • Why does the hierarchy matter? • The goals and objectives of the Standard Course of Study are written with the levels of thinking and reasoning based on Marzano’s work. So, to effectively teach the SCOS, teachers must be intimate with the hierarchy in order to know how to really teach the cognitive demands in the objectives.

15. So What? • Why does the hierarchy matter? • All North Carolina EOGs and EOCs are written with the hierarchy. So, in order to effectively prepare students for state assessments, teachers must be able to transform objectives into measurable test items.

16. Reflection • What is the most important “big idea” uncovered in the previous slides? What would be different about the way we teach and assess if we all knew this “big idea”? • In groups, come to consensus about one “big idea” from the material.

17. A Closer Look at Bloom and Marzano • Who can name the levels of Bloom’s Taxonomy? Knowledge Comprehension Application Analysis Synthesis Evaluation Bloom’s Taxonomy

18. Bloom-Marzano Hybrid Knowing Organizing Applying Analyzing Generating Integrating Evaluating Hybrid Taxonomy

19. Similarities and Differences In groups, construct a Double-Bubble map comparing the Bloom Hierarchy to the hybrid Marzano-Bloom hierarchy.

20. Bloom – Marzano Hybrid: Definitions

21. Bloom-Marzano Hybrid: Definitions Low-Level Cognitive Tasks High-Level Cognitive Tasks

22. Part 1: Low-Level Cognitive Tasks

23. What does “Knowing” mean? describe label identify use the senses to observe Knowing recall information store information in memory list

24. “Knowing” Objectives • ESL 3, NL 3.02 – Recognize some high frequency words in simple or patterned text. • Science 2, 1.03 – Observe the different stages of an insect life cycle. • Social Studies 5, 4.03 – Describe the contributions of people of diverse cultures throughout the history of the United States.

25. “Knowing” Questions • What is federalism? • a form of government with elected representatives • a division of power between the national and state governments • a belief in the idea of national sovereignty • a form of government in which elected officials make all economic decisions

26. “Knowing” Questions • What led to the decline of soapstone mining? • Dwindling supplies • Discovery of mica • Preference for pottery • Interest in gold mining

27. What does “Organizing” mean? comparing arrange information in an ordered way sequencing in order or by a criteria Organizing changing the format of information contrasting classifying

28. “Organizing” Objectives • Social Studies 6, 9.01 – Trace the historical development of governments . . . • ELA 8, 3.03 – Evaluate and create arguments by arranging details, examples, and reasons effectively. • Advanced Functions, 1.02 – Compare distributions of univariate data.

29. “Organizing” Questions • Why are parallel circuits, rather than series circuits, commonly used in wiring houses? • They allow appliances to operate separately. • They are cheaper. • They have a higher total resistance. • The voltage drop varies with each resistor.

30. “Organizing” Questions

31. What does “Applying” mean? knowing when to use knowledge transferring knowledge from one field to another using prior knowledge in a new situation Applying recognizing similarities and differences between situations bringing together information to solve problems

32. “Applying” Objectives • Healthy Living K, 2.06 – Demonstrate how to get help in an emergency. • Theatre Arts 6, 3.02 -- Plan and create a simple set for formal or informal dramatic presentations. • Spanish for Native Speakers 1, 3.07 -- Apply understanding of conventional written and spoken expressions in a variety of settings by using appropriate and exact words to influence reactions, perceptions, and beliefs.

33. “Applying” Questions • Which propaganda technique is represented by the quote “My opponent is soft on crime!”? • Name calling • Bandwagon • Glittering generality • Stacked cards

34. “Applying” Questions • A boulder falls from a cliff. What is the boulder’s acceleration during the fifth second of the fall? • 2.0 m/s2 • 9.8 m/s2 • 20.0 m/s2 • 98 m/s2

35. Review and Application • In your groups, you will be given some sample objectives and test questions. Identify the thinking skill level for the objectives and test questions. • Be prepared to defend your thoughts to the whole group.

36. Categorizing Objectives and Questions - A Caveat • OFTEN, categorizing a question or an objective requires that you understand the amount of prior knowledge needed to process the objective at a particular level. • Objectives in higher grades often assume prior knowledge, so what may be “knowing” to you is categorized as “applying” by the state.

37. Strange Verbs in the SCOS • To what levels do you assign the following verbs? • Acquire... • Interact... • Share knowledge... • Investigate... • Develop... • Explore... • Compose... • Observe... Verbs that often call for the student to do something imply procedural knowledge. Procedural knowledge requires the use of information to complete a task. Many times this is nothing more than application.

38. Part 2: High-Level Cognitive Tasks

39. What does “Analyzing” mean? identifying the attributes of things cause and effect identifying parts of objects Analyzing identifying logical errors identifying relationships and patterns identifying the main idea

40. “Analyzing” Objectives • Physics, 8.01 – Analyze the nature of electrical charges. • US History, 6.01 – Examine the factors that led to the United States taking an increasingly active role in world affairs. • Visual Arts 7, 3.04 -- Explore and discuss the value of intuitive perceptions in the problem-solving process.

41. “Analyzing” Questions • A cell with 5% solute concentration is placed in a beaker with a 1% solute concentration. What will happen to the cell over time? • The cell will gain H2O and expand. • The cell will lose H2O and shrink. • The cell will both gain and lose equal amounts of H2O; thus, it will remain the same size. • The cell will undergo no exchange of H2O with its surroundings.

42. “Analyzing” Questions • Why did the horse in “The Runaway Stallion” most likely run through the water to the opposite bank? • He was afraid that Jeff was trying to capture him. • He wanted the oats in the bucket. • He needed to cool down in the water before eating. • He was frightened by a noise that Hank made.

43. What does “Generating” mean? producing new meaning or ideas exploring hypothetical situations inferring new meaning Generating drawing a conclusion predicting outcomes elaborating by adding examples or details

44. “Generating” Objectives • Theatre Arts 6, 5.04 -- Infer meaning from a script to create characters. • Science 8, 5.05 -- Use maps, ground truthing and remote sensing to make predictions regarding changes over time, land use, urban sprawl, and resource management. • Civics, 2.02 – Explain how the United States Constitution grants and limits the authority of public officials and government agencies.

45. “Generating” Questions • Which best explains why the author includes this line in the play? HANNAH: There are tougher questions we have to deal with than baseball movies . . . or which river is the longest . . . or . . . • To create sympathy for Jay • To reveal Hannah’s wisdom • To foreshadow the choice Jay will have to make • To reduce the tension building between Jay and Hannah

46. “Generating” Questions • While cleaning a saltwater aquarium, students placed the aquarium plants in a container of distilled water. What effect will this have on the plants? • The plant cells will separate. • The plant cells will shrink. • The plant cells will swell. • The plant cells will remain the same.

47. What does “Integrating” mean? connecting and combining information Integrating generalizing from examples or details summarizing restructuring ideas to include new information

48. “Integrating” Objectives • ESL 9-12, IH 4.05 -- Write an organized and focused composition with supporting details on familiar and previously studied topics. • US History, 12.01 – Summarize significant events in foreign policy since the Vietnam War. • Science 7, 5.05 -- Summarize the genetic transmittance of disease.

49. “Integrating” Questions • Which of the following statements concerning diffusion and active transport is correct? • Both diffusion and active transport require cell energy. • Neither diffusion nor active transport require cell energy. • Diffusion requires cell energy while active transport does not. • Active transport requires cell energy while diffusion does not.

50. “Integrating” Questions • A house plant is wilting; however, it is still green. What vital resource is it most likely lacking? • Plant food • Water • Sunlight • Air