RegionalRBTTraining(布鲁姆分类学修改版).ppt

RevisedBloomsTaxonomy,BuildingKnowledgeforSuccess,TreyMichaelMaryJoNasonMarketingConsultantSpecialAssistantforCurriculumamichaeldpi.state.nc.usmnasondpi.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?,TheOriginalBloomsTaxonomy,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.Idontmuchcare,where,saidAlice.Thenitdoesntmatterwhichwayyougo,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?,REVISEDBLOOMSTAXONOMY(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,HenryFordsphilosophywastoperfecttheModelT.Hisgoalwastoreducecostsallowingmorepeopletoaffordthecar.WhichconceptdidHenryFordadopt?ProductionProductSellingSocietalmarketingHarrisTeeterofferscustomerstheoptionofonlinegroceryshopping.Itsgoalistodelivervaluetocustomersinawaythatmaintainsorimprovesboththecustomersandthesocietyswell-being.WhatconceptdidHarrisTeeteradopt?ProductionProductSellingSocietalmarketing,THEALIGNMENTQUESTION,Howdoyoumakesureallthepieces(objectives,instruction,andassessment)fittogether?,ALIGNMENTUSINGTHETAXONOMYTABLE,Objectives,Assessments,InstructionalActivities/Materials,IMPROVEDALIGNMENT,Objectives,Assessment,InstructionalActivities/Materials,WHYISALIGNMENTIMPORTANT?,Increasesstudentsopportunitytolearn(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-itsthatcanbeplacedatappropriateplacesinthecu