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Revised Bloom’s Taxonomy (RBT)
and
North Carolina Essential Standards
March 5, 2010
NC DPI Goal:
NC public schools will produce globally competitive students.
The Purpose of Standards:To define and communicate the knowledge and skills a student must master to be globally competitive.
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Nat
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In
tern
atio
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Sta
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21st
Ce
ntu
ry S
kills
Re
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m’s
Ta
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Principles and Filters
• Enduring
• Measurable
• Clear and Concise
• Prioritized and Focused
• Rigorous
• Relevant to the Real World
Criteria Filters CourseGeneralized goals Examples and processes to
achieve criteriaStudent Outcomes
Ass
ess
me
nt P
roto
type
s
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Course
The Essential Standard is the organizing unit.
Bloom’s Revised Bloom’s
• Remember
• Apply
• Understand
• Analyze
• Evaluate
• Create• Evaluation
• Analysis
• Synthesis
• Application
• Comprehension
• Knowledge
Revised Bloom’s Taxonomy is a taxonomy of both cognitive
process and knowledge.
Revised Bloom’s Taxonomy
The student will interpret data from statistical investigations presented in tables and bar graphs.
Subject Verb Object
The StudentCognitiveProcess
Knowledge
Essential Standards take the following form...
Example
Revised Bloom's Taxonomy
Cognitive Process
The Cognitive Processes (or verbs) in the RBT have very specific meanings.
For Example:
•Implementing requires adjusting a process to a new situation
•Explaining requires constructing a cause-and-effect model of a system (e.g. explain the recent downturn in the global economy) •Inferring requires drawing a logical conclusion from presented information (e.g. in learning a foreign language, infer grammatical principles from examples)
Revised Bloom’s Taxonomy
The verbs provide clues as to the cognitive process category
intended by the person or persons writing the standard.
Adopted from the original Bloom’s taxonomy of
educational objectives, there are six cognitive process
categories.
Rem
embe
rU
nder
stan
dA
pply
Ana
lyze
Eva
luat
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Cre
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The Cognitive Process Dimension
Revised Bloom’s Taxonomy
Each of the six cognitive process categories was divided into specific cognitive processes. Nineteen (19) specific cognitive processes were identified.
Unlike the verbs, the objects of the standards are subject-specific (e.g., math, science, social studies). The objects specify the CONTENT of the standard. For several reasons, CONTENT was replaced by KNOWLEDGE.
Difference Between Content and Knowledge?
• Content is subject-matter specific. If you focused on content, then, you would need as many taxonomies as there are subject matters (e.g., one for science, one for history, etc.).
• Content exists outside the student. A major problem, then, is how to get the content inside the student. When content gets inside the student, it becomes knowledge. This transformation of content to knowledge takes place through the cognitive processes used by the student.
Four Types of Knowledge
• Factual Knowledge• Conceptual Knowledge• Procedural Knowledge• Metacognitive Knowledge
Factual
Conceptual
Procedural
Meta-Cognitive
Rem
embe
r
Und
erst
and
App
ly
Ana
lyze
Eva
luat
e
Cre
ate
The Cognitive Process Dimension
The Knowledge Dimension
Revised Bloom’s Taxonomy
Knowledge
Dimension
Cognitive Process DimensionRememb
erUnderstan
dApply Analyz
eEvaluat
eCreate
Factual List Summarize
Classify
Order Rank Combine
Conceptual
Describe
Interpret
Experiment
Explain Assess Plan
Procedural
Tabulate
Predict Calculate
Differentiate
Conclude
Compose
Meta-cognitiv
e
Appropriate Use
Execute
Construct
Achieve
Action Actualize
2-D Revised Bloom’s Taxonomy
http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table
•Questions•Comments•Suggestions