Mohr & Keim Education Services

Objectives
Participants will understand
The revised Blooms taxonomy. How the taxonomy can help teachers align instruction and assessments with standards.
(see sources in handbook)

What is a taxonomy?
Its a special framework, a continuum. Blooms taxonomy is a continuum of learning categories.

Do you recall the original taxonomy with the 6 major categories of learning? Cognitive Domain
Knowledge Comprehension Application Analysis Synthesis Evaluation

How do you use Blooms How Taxonomy in the classroom?

Why was the original taxonomy revised?

Cognitive research revealed that learning was not linear. It did not always occur in this designated order (e.g., analysis may have to precede understanding.) Over the years, too many verbs were used (and misused) to describe the levels. Type of knowledge makes a difference. The original taxonomy was not designed for K-12 curricula.

Bloom
Evaluation Synthesis

Revised Bloom
Create Evaluate

Analysis
Application

Analyze
Apply

Comprehension
Knowledge

Understand
Remember

The Revised Taxonomy

Reflects two dimensions of learning:

Cognitive processes (with only 19

verbs---actually gerunds)

Types of knowledge

THE TAXONOMY TABLE

KNOWLEDGE DIMENSION

COGNITIVE PROCESS DIMENSION

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
B. Conceptual Knowledge C. Procedural Knowledge D. Metacognitive Knowledge

A1
B1 C1 D1

A2
B2 C2 D2

A3
B3 C3 D3

A4
B4 C4 D4

A5
B5 C5 D5

A6
B6 C6 D6

Students will learn the major exports of the various South American countries.
THE COGNITIVE PROCESS DIMENSION THE KNOWLEDGE DIMENSION A. FACTUAL KNOWLEDGE B. CONCEPTUAL KNOWLEDGE C. PROCEDURA L KNOWLEDGE D. METACOGNITIVE KNOWLEDGE 1. REMEM BER 2. UNDERSTA ND 3. APPLY 4. ANALYZE 5. EVALU ATE 6. CREATE

The revised taxonomy is a tool for teachers.

Key to understanding the new State academic standards. Common language (a standard vocabulary) to guide curriculum decisions across subject areas. Useful framework for analyzing and aligning units of instruction, teaching methods, and classroom assessment.

Content of the Revised Taxonomy See taxonomy tables 1-3. Lets look at the explanations and examples.

See Table 1 for Knowledge Dimensions

A. Factual Knowledge
Basic elements students must know to be acquainted with a discipline or solve problems in it. Sub-types: Aa. Knowledge of terminology Ab. Knowledge of specific details and elements

Examples of Factual Knowledge

1812 William Shakespeare 4 x 3 = 12 >

Standards on Factual Knowledge

Students will 1. identify prominent inventors and scientists of this period. 2. remember the rules for using commas, semi-colons, and colons. 3. Recall numbers counting 1-20.

B. Conceptual Knowledge
The interrelationships among the basic elements within a larger structure that enables them to work together. Sub-types:
Ba. Knowledge of classifications and categories Bb. Knowledge of principles and generalizations Bc. Knowledge of theories, models, and structures

What is a concept?
A category or group of things with features (attributes)

Conceptual Knowledge
Has to be taught by defining the attributes and with multiple examples and nonexamples (some of which are near-misses); can be abstract or concrete. Examples: Dog Justice Table Love Equal parts

Standards on Conceptual Knowledge

Students will 1. distinguish between inherited traits and those acquired from environmental factors. 2. evaluate sources for accuracy, bias, and credibility. 3. use Boyles law for gas pressure to solve given problems.

C. Procedural Knowledge
How to do something: methods of inquiry, and criteria for using skills, algorithms, techniques, and methods

Sub-types:
Ca. Knowledge of subject-specific skills and algorithms Cb. Knowledge of subject-specific techniques and methods Cc. Knowledge of criteria for determining when to use appropriate procedures

Examples of Procedural Knowledge

In math, algorithms for performing long division In science, methods for designing experiments In ELA, implementing the writing process

Standards on Procedural Knowledge

Students will 1. Demonstrate the steps for dribbling a basketball. 2. Carry out procedures to measure and record daily weather conditions. 3. Use order-of-operation rules appropriately to solve problems.

D. Metacognitive Knowledge
Knowledge of cognition in general as well as awareness and knowledge of one's own cognition (thinking about your thinking)

Sub-types:
Da. Strategic knowledge Db. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge Dc. Self-knowledge

Examples & Non-examples of Metacognitive Knowledge

Examples: 1. Knowing when to use mnemonic strategies, paraphrasing, summarizing, questioning, note-taking, or outlining to attain a learning goal. 2. Realizing that your study session will be more productive if you work in the library rather than at home 3. Knowing that the science textbook chapters have to be studied differently from novels. Non-examples: Standards that ask the student to A. outline the structure of local government. (B) B. identify the authors perspective in a literary work. (B)

CLUES:
How do you know youre dealing with Metacognitive Knowledge?
Assessments will be subjective and divergent. It would not be directly assessed on a standardized test. Difficult to measure via paper and pencil tests---best done through classroom discussion and observation or examination of individual student work.

See Table 2 for definitions and examples of cognitive processes

1. Remember
Retrieving relevant knowledge from long term memory (verbatim, unchanged by student)

Cognitive Processes: 1.1 Recognizing (identifying) 1.2 Recalling (retrieving)

Remembering is essential for meaningful learning and problem-solving. Used in more complex tasks.

Examples of Remember
1) Identify the date the US joined WW II. a. 1841 b. 1917 c. 1941 d. 1945

2) List the five steps of the scientific method in order.

There is a significant difference between the Remember and all the other categories.
Remember = rote learning

All 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. Understand
Constructing 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 (continued)
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.

3. Apply
Carry 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)

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.

4. Analyze
Break 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 [the underlying purpose or perspective]

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 statistics name, formula, and the conditions under which it should be used.

Do you assess your students with cold reading?

Many assessments simply ask students to do something with readings that have been discussed in class---which taps memorization more often than understanding, much less analysis.

5. Evaluate
Make 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 from the observed data noted in the report.

6. Create
Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.
Phases: 6.1 Generating (Hypothesizing) based on criteria 6.2 Planning (Designing) devising a solution 6.3 Producing (Constructing) constructing an original product based on 6.1 and 6.2

Examples of Create
a) Given the laws of physics, hypothesize as to why the movement of atoms could not be tracked.

a) Develop a technological design for a product that meets designated specifications.

ACTIVITY: Task 1
Each group will use the standards worksheet and for each standard:

1. Identify the object(s) and verb(s). 2. Identify the Knowledge and Cognitive processes. 3.Identify its intent/focus.

Where have all the words gone?

Below are words you wont find in the revised taxonomy or in the new state standards. Why do you think they were excluded? Describe, list, discuss, skill, problemsolving, explore, develop, learn, accept, appreciate, enjoy, reflect

MOST POPULATED CELLS IN STATE STANDRDS

THE COGNITIVE PROCESS DIMENSION THE KNOWLEDGE DIMENSION A. FACTUAL KNOWLEDGE B. CONCEPTUAL KNOWLEDGE C. PROCEDURA L KNOWLEDGE D. METACOGNITIVE KNOWLEDGE 1. REMEM BER 2. UNDERSTA ND 3. APPLY 4. ANALYZE 5. EVALU ATE 6. CREATE

A1 B2 C3

ACTIVITY: Task 2
1. Identify the object(s) and verb(s). 2. Identify its intent/focus. 3. Rewrite the standard. 4. Identify the Knowledge and Cognitive processes.

Lets talk about some of the uses of the taxonomy

Teachers can plot out an entire unit on the taxonomy table to create a visual picture of alignment or misalignment with the standards.

Unit Alignment Overlay: Show for each unit the standards, activities, and assessments on same matrix.
1 Rememb 2 Understan 3 Apply 4 Analyze 5 Evaluat 6 Create

A Factual B Conceptual

ACTIVITY 1 ASSESS A

ACTIVITY 2 ACTIVITY STANDARD / 7 OBJECTIVE ASSESS B ACTIVITY 3 ASSESS C ASSESS D ACTIVITY 6

C Procedural

D MetaCognitive

ACTIVITY 4

ACTIVITY 5

More value for taxonomy

The connection between the standards and the PACT will be clearer. PACT items will be written at the cognitive level of the verb in the standard. Its not connected to any curriculum or program ---so its a useful framework for analyzing or planning units of instruction in any philosophical framework.

Analysis of Grades 6 - 8 Science Standards (2005) Using Bloom's Revised Taxonomy

B-5 Evaluate Conceptual Knowledge 1% B-4 Analyze Conceptual Knowledge 6% B-6 Create Conceptua l Knowledge

A-1 Remember Factual Knowledge

C-3 Apply Procedural Knowledge 9%

B-2 Understand Conceptual Knowledge 72%

Comparison of Science Assessment Items and State Standards Grades 6 - 8

72%

State Standards Classroom Assessment Items

52% 46%

9%

9% 1% 3% 1%

A-1 Reme mber Factual Knowledge

B-2 Unde rstand Conceptual Knowledge

C-3 Apply Procedural Knowledge

B-6 Create Conceptual Knowledge

Instructional Strategies
See handout (P. 6) on suggestions for teaching different types of standards/objectives. Also, see Marzanos nine researched-based instructional strategies on P. 8.

Grade-level Standards Covered in K-5 Math Textbooks

* Alignment for Grade 3 is high because of the common emphasis on the multiplication tables.

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