Future Ready Schools Revised Bloom’s Taxonomy The use of a common taxonomy (Revised Bloom’s or...

Future Ready Schools

Revised Bloom’s Taxonomy• The use of a common

taxonomy • (Revised Bloom’s or RBT)• Conceptually written standards• Strands• Provides the cognitive

framework used for all of the North Carolina Essential Standards

• Provides common language for all curriculum areas

• Use of one verb

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Four Fundamental Questions for Effective Curriculum Development

1. THE LEARNING QUESTION:

What is important for students to learn in the limited school and

classroom time available? (Prioritized and focused)

2. THE INSTRUCTION QUESTION:

How does one plan and deliver instruction that will result in high

levels of learning for large numbers of students? ( Success for all)

3. THE ASSESSMENT QUESTION

How does one select or design assessment instruments and

procedures that provide accurate information about how well

students are learning? (Assessment for learning and less assessment of learning)

4. THE ALIGNMENT QUESTION:

How does one ensure that objectives, instruction and assessment

are consistent with one another? (the degree of consistency)


IF WE BELIEVE ALL KIDS CAN LEARN…

What is it we expect them to learn?


Student Outcomes


RememberingRetrieve relevant knowledge from long-term memory

– Recognizing– Listing– Identifying– Retrieving– Naming– Recalling

Can you recall information?


Remembering cont’• List• Relate• Show• Locate• Reproduce• Repeat• Label• Select• Recite• Record• Listen• Cite• Sort

Recall or recognition of

specific information

Products include:

• Concept Maps

• Thinking Maps

•Assessment Probes

• Glossary of Terms


Classroom Roles for Remembering

Teacher roles•Direct Instruction•Tells•Shows•Basic recall questions

Student roles•Responds•Remembers•Recognizes•Defines• Identifies•Retells•Passive recipient


Remembering: Potential Activities and Products

•Make a story map including main events…•Make a time line of a typical day…•Make a concept map of the topic…•Write a list of keywords you know about…•What characters were in the story?•Make a chart showing…• Recite a poem or procedure.


Questions for Remembering

• What happened after...?• How many...?• What is...?• Who was it that...?• Can you name ...?• Find the definition of…• Who spoke to...?• Which is true or false...?• Where were you when you learned this…(Pohl, Learning to Think, Thinking to Learn, p. 12)


The line of demarcation in the 6 cognitive categories

Remember = rote learningAll others = meaningful learning (transfer)

Rote learning requires students to remember what they learned. Transfer requires students

to remember but also make sense of what they have learned.


2. UnderstandConstructing meaning from

instructional messages, including oral, written, and graphic

communication• More cognitive processes are associated

with this category than any other category• Most represented in state standards• Critical for all further learning


2. Understand contd.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)


Examples of Understand

a) Classify the following (unfamiliar) organisms as 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 in symbols.


UnderstandingThe learner grasps the meaning of information by interpreting and translating what has been learned.– Interpreting– Exemplifying– Classifying– Summarizing– Inferring– Comparing– Explaining

Can you explain ideas or

concepts?


Understanding cont’

• Paraphrase

• Give examples

• Describe

• Short summary

• Logical conclusion

• Compare

• Cause-and-effect

Understanding of given

information

Products include:

• Summary

• Explanation

• Show and tell

• Examples

• Assessment Probes

• Graphic Organizers

• Thinking Maps


Classroom Roles for Understanding

Teacher roles•Facilitates•Listens• Indirect Questions•Probes

Student roles•Explains•Describes•Outlines•Restates•Translates•Demonstrates• Interprets•Active participant


Understanding: Potential Activitiesand Products

• Write in your own words…• Cut out, or draw pictures to illustrate a particular event in

the story.• Report to the class…• Illustrate what you think the main idea may have been.• Develop a cartoon strip showing the sequence of events in

the story.• Write and perform a play based on the story.• Write a brief outline to explain this story to someone else• Explain why the character solved the problem in this

particular way• Explain the components of a summary report.• Prepare a flow chart to illustrate the sequence of events.• Paraphrase this chapter in the book.• Retell in your own words.


Questions for Understanding• Can you explain why…?• Can you write in your own words? • How would you explain…?• Can you write a brief outline...?• What do you think could have happened next...?• Who do you think...?• Explain what was the main idea...?• Can you clarify…?• Can you illustrate…?• Does everyone act in the way that …….. does? Explain

why or why not!

(Pohl, Learning to Think, Thinking to Learn, p. 12)


3. ApplyCarry out or use a procedure in a given

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 on unfamiliar tasks (problems); student has to select technique or method & often change sequence (e.g., a flowchart)


Applying

The learner makes use of information in a context different from the one in which it was learned.– Implementing– Carrying out– Using– Executing

Can you use the information in another familiar situation?


Examples of Apply

a) Add 3-digit numbers.b) Use the most effective,

efficient, and affordable method of conducting a research study to address a specific research question.


Applying cont’• Procedures• Determine• Modifications• Skills• Algorithms• Carries out• Scientific Formulas• Execution Task• Find the answer/show

our work

Using strategies, concepts, principles and theories in new

situations

Products include:• Photograph

• Illustration

• Simulation

• Flow Chart

• Demonstration

• Presentation

• Interview

• Performance

• Theories

• Models

•Structures


Classroom Roles for Applying

Teacher roles• Facilitates• Observes• Formative assessments• Organizes• Questions

Student roles• Solves problems• Demonstrates use of

knowledge• Calculates• Carries out…• Implements • Executes • Active recipient


Applying: Potential Activities and Products

•Construct a model to demonstrate how it looks or works.•Practice a play and perform it for the class with your own interpretation.•Make a diorama to illustrate an event.•Construct a journal entry• Develop a scrapbook about the area of study.• Develop a “flow chart”…• Carry out a known procedure..


Questions for Applying

• Do you know of another instance where…?• Can you group by characteristics such as…?• Which factors would you change if…?• Develop questions to ask…?• From the information given, can you develop a set of

instructions about…?• Modify a procedure…



4. AnalyzeBreak material into its constituent parts and

determine how the parts relate to one another and to an overall purpose.

Cognitive processes:4.1 Differentiating [e.g. the relevant from

the irrelevant parts.]4.2 Organizing [The ways that elements fit

or function within the overall structures.]4.3 Attributing [Determine a point of view,

bias, values, or intent underlying presented material.]


Examples of Analyze

a) In reading a passage on the battle of Camden, determine whether the author takes the perspective of the Americans or the British.

b) Select the major points in research reports.

c) Read a textbook lesson on statistics and generate a matrix that includes each statistic’s name, formula, and the conditions under which it should be used.


Do you assess your students with cold reading?

Many assessments simply ask studentsto do something with readings thathave been discussed in class---whichtaps memorization more often thanunderstanding, much less analysis.


AnalyzingThe learner breaks learned information into its parts

to best understand that information.– Discriminating– Distinguishing– Focusing– Selecting– Finding coherence– Intergrating– Outlining– Structuring– Deconstructing

Can you break information into parts to explore understandings and relationships?


Products include: Breaking information down

into its component elements

• distinguish fact from opinion (or reality from fantasy

• connect conclusions with supporting statements

• distinguish relevant from extraneous material

• determine how ideas are related to one another

• ascertain the unstated assumptions involved in what is said;

• distinguish dominant from subordinate ideas or themes in poetry or music; and

• find evidence is support of the author’s purposes.


Classroom Roles for AnalyzingTeacher roles• Probes• Guides• Observes• Formatively assess

with constructed response questions• Questions• Organizes•

Student roles• Discusses• Differentiates• Argues• Debates• Tests hypothesis• Examines• Questions• Calculates• Investigates• Distinguishes• Active participant


Analyzing: Potential Activities and Products

• Determines the major points in a research report.• Select the main steps in a written description of how

something works.• Divide the process into major steps.• Distinguish between relevant and irrelevant numbers in

a word problem.• Constructed response task..• Recognizing how things fit together coherently• Identify the systemic, coherent relationships among

relevant elements• Written outline of a passage..• A process of deconstruction—determining the

underlying point of view or intention.


Questions for Analyzing

• What is the author’s purpose in writing the essay on..?• If. ..happened, what might the ending have been?• How is...similar to...?• How do these elements fits together?• Why did...changes occur?• Can you infer what must have happened when...?• What are some of the problems of...?• Can you distinguish between...?• What were some of the motives behind..?• Defend the author’s point of view..• Determine the bias in this article….



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

imposed criteria and standards.]


Examples of Evaluate

a) Apply the International Examination Board criteria to judge the quality of a choral performance.

b) Determine whether a scientist's conclusion follows the observed data noted in the report.


EvaluatingThe learner makes decisions based on in-depthreflection, criticism and assessment.

– Checking– Coordinating– Detecting– Critiquing– Monitoring– Judging– Testing

Can you justify a decision or course of action?


Evaluating cont’

• Judgement• Criteria• Standards• Quantitative• Qualitative• Testing• Planning

Judging the value of ideas, materials and

methods by developing and applying standards

and criteria.

Products include:

• Verdicts

• Testing Hypothesis

• Persuasive Speech

• Evaluating a Simulation Game


Classroom Roles for EvaluatingTeacher roles:•Ask for Clarification•Accepts •Facilitates

Student roles:• Judges• Disputes• Critiques• Questions• Argues• Assesses• Decides• Selects • Justifies• Active participant


Evaluating: Potential Activities and Products

• Write a letter to the editor…• Prepare and conduct a debate…• Prepare a list of criteria to judge…• Write a persuasive speech arguing for/against…• Make a booklet about five rules you see as important.

Convince others.• Form a panel to discuss viewpoints on….• Write a letter to. ..advising on changes needed.• Write a half-yearly report.• Prepare a case to present your view about...• Evaluate the character’s actions in the story


Questions for Evaluating• Is this process sufficiently effective?• Is this process of sufficient quality?• Is this machine working as efficiently as it should be?• Is this method the best way to achieve the goal?• Is this approach more cost effective than other

approaches?• Read a report of a chemistry experiment and

determine whether or not the conclusion follows from the results of the experiment.

• Judging the merits of a particular solution to a problem ie. Acid rain


6. CreatePut elements together to form a coherent or functional whole; reorganize elements

into a new pattern or structure.

Phases:6.1 Generating – coming up with alternative

hypotheses based on criteria6.2 Planning – devising a procedure for

accomplishing some task 6.3 Producing – Inventing a product


Examples of Create

a) Identify as many ways as possible to use a brick.

b) Develop a technological design for a product that meets designated criteria.


CreatingThe learner creates new ideas and information using what has been previously learned.

– Hypothesizing– Designing– Constructing– Producing– Planning– Generating

Can you generate new products, ideas, or ways of viewing things?


Creating cont’

• Reorganizing• Creative expression• Unique production• Originality• Uniqueness• Redefining• Alternatives• Producing

Putting together ideas or elements to

develop a original idea or engage in creative thinking.

Products include:

• Film/documentary

• Science Fair Project

• Plan of Action

• New game

• Song

• Newspaper

• Media product


Classroom Roles for Creating

Teacher roles•Facilitates•Extends •Reflects•Analyzes•Evaluates

Student roles• Designs• Formulates• Plans• Takes risks• Modifies• Creates• Proposes• Active participant


Creating: Potential Activities and Products

• Invent a machine to do a specific task.• Design a robot to do your homework.• Create a new product. Give it a name and plan a marketing campaign.• Write about your feelings in relation to...• Write a TV show play, puppet show, role play, song or pantomime

about..• Design a new monetary system • Develop a menu for a new restaurant using a variety of healthy foods• Design a record, book or magazine cover for...• Sell an idea• Devise a way to...• Make up a new language and use it in an example• Write a jingle to advertise a new product.


Questions for Creating• Can you design a...to...?• Can you see a possible solution to...?• If you had access to all resources, how would you deal with...?•Why don't you devise your own way to...?• A solution method would be…?•How many ways can you...?• Create a product that corresponds to certain specifications….•Devise a plan for determining….?


Web Resources

•DPI LinkUnpacking Science Essential Standards

using Curriculum Topic Study and Science resources on the Science WIKI:

http://scnces.ncdpi.wikispaces.net/


Curriculum Cycle• June 2010: North Carolina State Board of

Education adoption of the CCSS• 2010-2011: Item development for the Next

Generation of Assessments• 2011-2012: Administration of stand-alone field

tests of assessments• 2012-2013: Operational administration of

assessments aligned to the CCSS- NCDPI• 2013-2014: Operational administration of

assessments aligned to the CCSS-NCDPI• 2014-2015: National assessments aligned to the

CCSS (Smarter Balanced Assessment Consortium)

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Three Shifts in Literacy

Shift 1

Shift 2

Shift 3

Informational and NonfictionBuilding knowledge through content-rich nonfiction and informational texts

EvidenceReading and writing grounded in evidence from text

Complex TextsRegular practice with complex text and its academic vocabulary

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Science Grade 5

NCSCoS - ScienceInterdependence of plants and animals

25-30%

Landforms 20-25%

Weather and Climate

20-25%

Forces and Motion

25-30%

Essential Standards - Science

Forces and Motions 13-15%

Matter: Properties and Change

12-14%

Energy: Conservation and Transfer

11-13%

Earth Systems, Structures, and Processes

15-17%

Structures and Functions of Living Organism

14-16%

Ecosystems 14-16%

Evolution and Genetics

13-15%

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Science Grade 8

NCSCoS - ScienceScientific Inquiry 48-52%

Technological Design

28-32%

Investigations –Hydrospace

28-32%

Chemistry 25-30%

Evolution in Organisms and Landforms

20-25%

Cell Theory 8-12%

Microbiology 8-12%

Essential Standards - Science

Matter: Properties and Change

14-16%

Energy Conservation and Transfer

10-12%

Earth Systems, Structures, and Processes

13-15%

Earth History 11-13%

Structures and Function of Living Organisms

19-23%

Ecosystems 9-11%

Evolution and Genetics 11-13%

Molecular Biology 8-10%

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Biology High School

NCSCoS - BiologyScientific inquiry 28-32%

Physical, chemical, and cellular basis of life

25-30%

Continuity of life and the changes of organisms over time

30-35%

Unity and diversity of life 25-30%

Ecological relationships among organisms

15-20%

Essential Standards - Biology

Structure and Function of Living Organisms

18-22%

Ecosystems 18-22%

Evolution and Genetics

43-53%

Molecular Biology 15-19%

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Text Complexity•K-12 texts have become easier; college texts have not. •College textbooks, workplace texts, and newspapers are more demanding than materials used in 12th grade.•Instruction with HS texts is heavily scaffolded while students are expected to read independently in college.•The reading load in college is substantially more than what students typically experience in lower grades.

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Science in CCSS

» Reading/Writing Standards for Literacy in Science

Future Ready Schools Revised Bloom’s Taxonomy The use of a common taxonomy (Revised Bloom’s or...

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