What is RBT?

1. What is RBT? Teaching and Learning Conference August 10-11, 2011

2. Objectives • Recognize the framework of Revised Bloom’s Taxonomy(RBT) • Identify basic correlations of RBT to Common Core & Essential Standards • Understand how RBT can be used to help teachers develop higher level instruction & increase student engagement • Participate & receive activities that can be modeled and implemented

3. Agenda • Warm-up • RBT Background and Information • Text Protocol • Reflective Discussion • Metacognitive Learning • Curriculum Correlation • Ticket out the Door

4. Bloom’s Taxonomy • Benjamin Bloom was a faculty member at the University of Chicago who recognized that everyone teaches based on the way that they see the world. • In 1956, he developed a hierarchy of intellectual behavior that streamlined how objectives are taught and assessed. • Most widely used cognitive model of learning.

5. Taxonomy • The practice of classifying items into categories. • Blueprints, Curriculum Guides, etc. • Grouped into categories for easier training. • Very simple to very complex. • Classified by Course>Unit>Competencies>Objectives

6. Revised Bloom’s Taxonomy - RBT • During the 1990's a group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. • Dr. Anderson was contracted by the NCDPI to help revise curriculum and curriculum documents.

7. Why RBT? • RBT allows for effective alignment among objectives, instruction & assessments through Common Core & Essential Standards. • RBT is designed to provide academic rigor from the student perspective. • Academic rigor is increased when we move from rote learning to meaningful learning. • Academic rigor is also increased when we expect students to routinely engage in cognitive processes associated with analyze, evaluate, and create. • RBT provides a framework to align with 21st Century Teaching & Learning.

8. Text Protocol • Please find the article in packet titled: “The Taxonomy Table, Objectives, and Instructional Time”. • This is an excerpt from A Taxonomy For Learning, Teaching, and Assessing. • You will have 3-5 minutes to read the article. Please make notes and/or highlight things that “strike you the most”.

9. Text Protocol • You will need to form groups of three in your area. • Every person will have 2 minutes to share your thoughts and ideas from the article. • If you finish before your 2 minutes are complete, your group will sit in silence. • The timekeeper will tell you when the next person can talk. • On the timekeeper’s cue, you will repeat this step until all three group members have shared. • Your group will have 2 minutes for open discussion at the end.

10. Revised Bloom’s Taxonomy • Divided into Two Specific Dimensions: • Cognitive Dimension • How students learn? • What activities do they engage in? • Knowledge Dimension • What we want them to learn? • What content do they need to understand?

11. THE TAXONOMY TABLE COGNITIVE PROCESS DIMENSION KNOWLEDGE DIMENSION 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 FACTUAL KNOWLEDGE CONCEPTUAL KNOWLEDGE PROCEDURAL KNOWLEDGE METACOGNITIVE KNOWLEDGE

12. Cognitive Dimension • Create Bloom’sRevised Bloom’s • Evaluation • Evaluate • Synthesis • Analyze • Analysis • Apply • Application • Understand • Comprehension • Knowledge • Remember

13. Remember • Retrieve relevant knowledge from long-term memory. • Can the student recognize or recall information? • Verbs: • Identify, Retrieve, Define, Duplicate, List, Memorize, Repeat, Reproduce, State

14. Understand • Construct meaning from instructional messages, including oral, written, and graphic communication. • Can the student explain ideas or concepts? • Verbs: • Interpret or Paraphrase, Exemplify, Classify, Categorize, Summarize, Infer, Make a Prediction, Compare, Explain, Cause and Effect

15. Apply • Carry out or use a procedure in a given situation. • Can the student use the information in a new way? • Verbs: • Execute or Carry out a Procedure, Implement, Display or Demonstrate,

16. Analyze • Break material into its parts and determine how the parts relate to one another and to an overall structure or purpose. • Can the student distinguish between the different parts? • Verbs: • Differentiate, Distinguish or Discriminate; Organize, Outline or Structure; Attribute or Deconstruct.

17. Evaluate • Make judgments based on criteria and standards. • Can the student justify a stand or decision? • Verbs: • Checking, Monitoring, Question or Test; • Critique or Judge

18. Create • Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure. • Can the student create new product or point of view? • Verbs: • Generate or Hypothesize; Plan or Design; Produce or Construct; Invent

19. CHALK TALK • You will find chart paper located in six areas around the room. • At each area is a set of markers. • On each paper is one of three key RBT questions. • In groups of 10-12, you will respond to each question on paper and without talking. • You will have 5 minutes to write and respond to the question and/or what others have posted. • The timekeeper will tell you when to begin. • A Chalk Talk can be an uncomplicated silent reflection or a spirited, but silent, exchange of ideas.

20. GALLERY WALK • Groups will conduct a Gallery Walk to review and discuss the responses. • You will begin at your area by discussing the comments and responses given. • You will have 2 minutes at each of the three questions on your side of the room. • The timekeeper will tell you when to move.

21. Key RBT Questions • What do teachers do to increase student engagement? • What do teachers do to develop higher-level thinking skills? • How can we put students in charge of their own learning while also developing their ability to think critically and creatively?

22. FOUR TYPES OF KNOWLEDGE • Factual Knowledge • Conceptual Knowledge • Procedural Knowledge • Metacognitive Knowledge

23. Factual Knowledge • The basic elements students must know to be acquainted with a discipline or solve problems in it. • Knowledge of terminology • Knowledge of specific details and elements

24. Conceptual Knowledge • The interrelationships among the basic elements within a larger structure that enable them to function together. • Knowledge of classifications and categories • Knowledge of principles and generalizations • Knowledge of theories, models and structures

25. Procedural Knowledge • How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods. • Knowledge of subject-specific skills and algorithms • Knowledge of subject-specific techniques and methods • Knowledge of criteria for determining when to use appropriate procedures

26. Metacognitive Knowledge • Knowledge of cognition in general as well as awareness and knowledge or one’s own cognition. • Strategic knowledge • Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge • Self-knowledge How did I get that answer?

27. HOT ARTICHOKE DIP (Serves 10 to 14) • 2 14-oz cans artichoke hearts • 16 oz. mayonnaise • 1 c. grated Parmesan cheese • Garlic salt (optional) • ==================================== • Drain artichoke hearts. • Mash artichokes with fork. • Mix with mayonnaise, cheese, and garlic salt. • Bake at 350 degrees for 15 minutes or until cheese is melted. • Serve with crackers or party rye.

28. The verbs provide clues to the cognitive processes students should be exposed to during the learning process. IMPORTANCE OF VERBS IN RBT • Create • Apply • Understand • Evaluate • Remember • Analyze

29. Sample Objectives • The student will carry out pH tests of water samples. (C3) • The student will be able to create a product based on the principles and elements of design. (B6) • The student will recall how to do CPR. (C1)

30. Walking through the SCOS

31. THE TAXONOMY TABLE 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 A. Factual Knowledge A1 A2 A3 A4 A5 A6 B. Conceptual Knowledge B1 B2 B3 B4 B5 B6 C. Procedural Knowledge C1 C2 C3 C4 C5 C6 D. Metacognitive Knowledge D1 D2 D3 D4 D5 D6

32. The Nature of Teaching Changes Between “Apply” and “Analyze” • For the three “lower-level” cognitive process categories (remember, understand, and apply), teachers have a MORE DIRECT role to play in facilitating student learning. • For the three “higher-level” cognitive process categories (analyze, evaluate, and create), teachers must play a LESS DIRECT role if they are to be effective. • Do you think the same is true for the Knowledge Dimension?

33. Where Are Teachers’ Comfort Zone? 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 A. Factual Knowledge A1 A2 A3 A4 A5 A6 B. Conceptual Knowledge B1 B2 B3 B4 B5 B6 C. Procedural Knowledge C1 C2 C3 C4 C5 C6 D. Metacognitive Knowledge D1 D2 D3 D4 D5 D6

34. Think, Pair, Share • With understanding of RBT concepts, we can plan more effective instruction, design more valid assessments, and increase the alignment among objectives, assessments, and instruction.

35. References • Anderson, L.W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for Learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Addison Wesley Longman. • Bloom, B.S. (Ed.), Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: Handbook I: Cognitive domain. New York: David McKay. • Overbaugh, Richard D. & Shultz, Lynn. “Bloom’s Taxonomy.” Bloom’s Taxonomy. Old Dominion University. June 8, 2011. http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm • Anderson, L.W. and Krathwohl, D.R., A Taxonomy for Learning,Teaching, and Assesing: A Revision of Bloom’s Taxonomy of Educational Objectives, Longman, 2001. • http://at.ccconline.org/faculty/wiki/Teaching_Resources_-_Other_Resources_-_Blooms_Taxonomy • http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy#toc2 • http://livebinders.com/play/play_or_edit/16770

36. ZONES OF COMFORT