RegionalRBTTraining(布鲁姆分类学修改版).ppt

RevisedBloom sTaxonomy BuildingKnowledgeforSuccess TreyMichaelMaryJoNasonMarketingConsultantSpecialAssistantforCurriculumamichael dpi state nc usmnason dpi state nc us GOALSFORTODAY UnderstandRBTanditsimpactonthenewly publishedcoursesAnticipateissuesforimplementingRBTcourseswithinLEAsDiscusswaystoassistteacherswithimplementation ProfessionalDevelopmentModel STEPS1 UnderstandstructureandpurposeofRBT2 UnderstandRBTandthepublishedcourses3 Developalignedobjectives teachingactivitiesandassessments4 HelpotherswithunderstandingofRBT So WhyisRBTImportant Providescommonframework lens forunderstandingobjectivesbylimitingtheverbssothatacommonunderstandingofintendedcognitiveprocessesacrosscoursesandsubjectsismorelikelyProvidesawaytoexaminealignment ReducingtheNumberofVerbs ALessonfromMathematics AddAnalyzeApplyApproximateBuildClassifyCollectCommunicateCompareCompute ConnectConsolidateConstructContrastConvertCreateDescribeDetermineDevelopDisplay Afewmore DivideDrawEstimateExamineExplainExtendEvaluateFindFormulateGraph IdentifyInterpretInvestigateJustifyLabelListLocateMakeModelMonitor Andtheykeeponcomin MultiplyOrderOrganizePlotProduceRecognizeReflectSelectShowSimplify SolveStateSubtractTranslateUnderstandUseWrite WhatisRBT TheOriginalBloom sTaxonomy 1958 TheRBTTaxonomyTable COGNITIVEPROCESSDIMENSION KNOWLEDGEDIMENSION TheRBTTaxonomyTable COGNITIVEPROCESSDIMENSION KNOWLEDGEDIMENSION 1 REMEMBERRecognizingRecalling 2 UNDERSTANDInterpretingExemplifyingClassifyingSummarizingInferringComparingExplaining 3 APPLYExecutingImplementing 4 ANALYZEDifferentiatingOrganizingAttributing 5 EVALUATECheckingCritiquing 6 CREATEGeneratingPlanningProducing 1 REMEMBER Wesayastudentcanrememberifhe shecanretrieverelevantknowledgefromlong termmemory Recognize identify Recall retrieve 2 UNDERSTAND Interpret paraphraseoractout Exemplify findorgiveexamples Classify placeincategories Summarize oftenin25wordsorless Infer makepredictions Compare similaritiesanddifferences Explain causeandeffectmodel Wesayastudentcanunderstandifhe shecan 3 APPLY Wesayastudentcanapplyifhe shecancarryoutoruseaprocedureinagivensituation Execute carryoutaprocedureforafamiliartask Implement useaprocedureforanunfamiliartask TheRBTTaxonomyTable COGNITIVEPROCESSDIMENSION KNOWLEDGEDIMENSION Concrete Abstract TheRBTTaxonomyTable KNOWLEDGEDIMENSION KnowledgeofterminologyKnowledgeofspecificdetailsandelements Basicelementsstudentsmustknowtobeacquaintedwithadisciplineorsolveproblemsinit A FACTUALKNOWLEDGE B ConceptualKnowledge KnowledgeofclassificationsandcategoriesKnowledgeofprinciplesandgeneralizationsKnowledgeoftheories modelsandstructures Interrelationshipsamongthebasicelementswithinalargerstructurethatenablethemtofunctiontogether B CONCEPTUALKNOWLEDGE Knowledgeofsubject specificskillsandalgorithmsKnowledgeofsubject specifictechniquesandmethodsKnowledgeofcriteriafordeterminingwhentouseappropriateprocedures Howtodosomething methodsofinquiryandcriteriaforusingskills algorithms techniquesandmethods C PROCEDURALKNOWLEDGE KNOWLEDGEDIMENSION AFACTUALKNOWLEDGE BCONCEPTUALKNOWLEDGE CPROCEDURALKNOWLEDGE DMETACOGNITIVEKNOWLEDGE 1 REMEMBER 2 UNDERSTAND 3 APPLY 4 ANALYZE 5 EVALUATE 6 CREATE RecognizeRecall InterpretExemplifyClassifySummarizeInferCompareExplain ExecuteImplement DifferentiateOrganizeAttribute CheckCritique GeneratePlanProduce THETAXONOMYTABLE ShorterOnly25verbsEmphasisshiftedfrommemorizationtounderstanding WHATARETHEDIFFERENCES Alookback SVOObjectiveFormat S Subject studentsV Verb fromcognitiveprocessdomain limitedto25fromRBTtable O Object contentstudentisintendedtolearn fromknowledgedomain TheRBTRegionalTrainingGroupwillUNDERSTANDRBTanditsimpactonthenewly publishedcourses THELEARNINGQUESTIONTHEINSTRUCTIONQUESTIONTHEASSESSMENTQUESTIONTHEALIGNMENTQUESTION FOURFUNDAMENTALCURRICULUMQUESTIONS Wouldyoutellmeplease whichwayIoughttogofromhere askedAlice Thatdependsagreatdealonwhereyouwanttogoto saidtheCat Idon tmuchcare where saidAlice Thenitdoesn tmatterwhichwayyougo saidtheCat LewisCarroll AliceinWonderland THELEARNINGQUESTION 1 Howisthecourse learning structuredsoeveryonehascommonunderstandingofthelearninggoals 2 WhatisMOSTimportantforstudentstolearninthelimitedclassroomtimeavailable Whatisimportanttoknowvs whatisnicetoknow CURRICULUMDESIGN WhataretheBIGOVERRIDINGIDEASforacourse UsingGraphicOrganizer 1 examineonecourseandreporttwoplaceswhereyoufoundtheBIGIDEASforthatcourse WHATADIFFERENCEAVERBMAKES Howmanydifferentverbscanyoufindonblueprints Shareandreportout Whatcanwelearnaboutacoursefromtheseverbs WHATDOTHEPERCENTAGESSAYABOUTACOURSE UsingGraphicOrganizer 2 whatisthelargestpercentageyoucanfindonablueprint Whatisthesmallestpercentageyoucanfindonablueprint Whatisthesignificanceofthese forteachersandinstruction THEINSTRUCTIONQUESTION Howdoesoneplananddeliverinstructionthatwillresultinhighlevelsoflearningforlargenumbersofstudents WHERESTUDENTSARE UNPACKEDCONTENT WHEREWEWANTSTUDENTSTOBE ACOURSEISLIKEABRIDGE Whatisthealternativetothisprocess UnpackingContent WHERESTUDENTSARE UNPACKEDCONTENT WHEREWEWANTSTUDENTSTOBE 7 6 5 4 3 2 Activity1 BridgewithanAerialView SequenceandFlowofActivities SequenceandFlowofActivities UNPACKEDCONTENT Whereisitfound Whatisitcalled ANSWERTHEQUESTION Q Whatisthemajorpurposeofunpackedcontent A UnpackedcontentconnectsTOthestudents Theneedto unpack contentisbasedonthefactthatmuchcontentinanunfamiliarcourseorsubjectisnot learnerfriendly Unpacking contentmeansmakingitpalatableandunderstandableforstudents RELATIONSHIPS WhatistherelationshipbetweentheRBTdesignation objective andtheunpackedcontent ANSWERTHEQUESTION Whatistherelationshipbetweenthe objectiveunpackedcontentinstructionalactivitiesrelevancy UsingGraphicOrganizer 3 findexamplesforfourdifferentverbs ANSWERTHEQUESTION Whatdidyouobserveaboutthesequenceoftheactivitiesforanobjective UsingGraphicOrganizer 4 giveaspecificexampleofwhatyouobserved Ofwhatimportanceisthistoteachers THEASSESSMENTQUESTION Howdoyouknowifstudentslearnedwhatwasintended REVISEDBLOOM STAXONOMY RBT COGNITIVEPROCESSDIMENSION KNOWLEDGEDIMENSION AFACTUALKNOWLEDGE BCONCEPTUALKNOWLEDGE CPROCEDURALKNOWLEDGE DMETACOGNITIVEKNOWLEDGE 1 REMEMBER 2 UNDERSTAND 3 APPLY 4 ANALYZE 5 EVALUATE 6 CREATE RecognizeRecall InterpretExemplifyClassifySummarizeInferCompareExplain ExecuteImplement DifferentiateOrganizeAttribute CheckCritique GeneratePlanProduce FORMATIVEVSSUMMATIVEASSESSMENT Docurriculumguidesprovideanyformativeorsummativeassessment Findexamplestosupportyourresponsetothequestion ITEMBANKS AssessingdifferentcellsofTaxonomyTableVerbstellhowtoassessUseofitemformstowritequestions ITEMFORMS HenryFord sphilosophywastoperfecttheModelT Hisgoalwastoreducecostsallowingmorepeopletoaffordthecar WhichconceptdidHenryFordadopt Production ProductSellingSocietalmarketingHarrisTeeterofferscustomerstheoptionofonlinegroceryshopping Itsgoalistodelivervaluetocustomersinawaythatmaintainsorimprovesboththecustomer sandthesociety swell being WhatconceptdidHarrisTeeteradopt ProductionProductSellingSocietalmarketing THEALIGNMENTQUESTION Howdoyoumakesureallthepieces objectives instruction andassessment fittogether ALIGNMENTUSINGTHETAXONOMYTABLE Objectives Assessments InstructionalActivities Materials IMPROVEDALIGNMENT Objectives Assessment InstructionalActivities Materials WHYISALIGNMENTIMPORTANT Increasesstudent sopportunitytolearn moretimeisspentonmoreimportantthings Increasesthevalidityofassessments Withvalidassessments studentscandemonstratetheyhave infact learned Enablesteacherstobe andbeseenas moresuccessful Moreeffectiveteachersdevelopa cando attitude whichhasbeenfoundtobeacentralfactorincontinuingteachereffectiveness THEBIGQUESTION Whatisthemostuniquefeatureyoufoundforuseininstruction THELASTBIGQUESTION Howcanyouassistteacherswithimplementation TeachingDuringtheFieldTestYear REQUIREMENTSFORTEACHERS SubmitanticipatedgradesforallstudentsIncolumnPBasedexclusivelyonstudentperformancerelativetothecoursecompetenciesandobjectives BehaviorandattendanceSHOULDNOTbeconsidered Completeon linesurveyPurpose provideconstructivefeedback i e whatisreallygood whatchangesneedtobemade AccesstothesurveythroughahyperlinkfromyourIMCoordinator VoCATS Thesurveyistobecompletedwithin10dayspriortothemidtermandendofthecoursetest REQUIREMENTSFORTEACHERS cont Tocompletetheon linesurveyteacherswillneedto Keepnotesastheyteachthecourse eitherusingjournalsorwritingonpost itsthatcanbeplacedatappropriateplacesinthecurriculumguides Understandhowtoexaminethecurriculumguide FIELDTESTTRADE OFFS Theonlywaytomakesurethereleasedandsecureitemsareofequaldifficulty onaverage istofieldtestALLitemsandthendividetheitemsinto secure and released groupsbasedontheresults Asaconsequence therewillbeno released or classroom itemsavailableduringthefieldtestyear Afterthefirstyear however youwillhaveincreasedconfidenceinthecomparabilityofthereleasedandsecureitemsintermsoftheirvalidity reliability anddifficulty QUESTIONS Incompliancewithfederallaw includingtheprovisionsofTitleIXoftheEducationAmendmentsof1072 N C PublicSchoolsdoesnotdiscriminateonthebasisofrace sex religion colorornationalorethicorigin age disability ormilitaryserviceinitspolicies programs activities admissionsoremployment Inquiriesorcomplaintsshouldbedirectedto TheOfficeofCurriculumandSchoolReformServices6307MailServiceCenterRaleigh NC27699 6307Telephone 919 807 3761 fax 919 807 3767