An Introduction to the Revised Taxonomy

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An Introduction to the Revised Taxonomy
Mohr Keim Education Services
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Objectives

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

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What is a taxonomy?

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

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Do you recall the original taxonomy with the 6
major categories of learning?

• Cognitive Domain
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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How

• How do you use Blooms Taxonomy in the classroom?

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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.

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Bloom Revised Bloom
Create
Evaluation
Evaluate
Synthesis
Analyze
Analysis
Apply
Application
Understand
Comprehension
Remember
Knowledge
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The Revised Taxonomy

• Reflects two dimensions of learning
• Cognitive processes (with only 19
  verbs---actually gerunds)
• Types of knowledge

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THE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSION
KNOWLEDGE DIMENSION
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THE TAXONOMY TABLE

1. REMEMBER Recognizing Recalling
2. UNDERSTAND Interpreting Exemplifying Classifyin
g Summarizing Inferring Comparing Explaining
3. APPLY Executing Implementing
4. ANALYZE Differentiating Organizing Attributing
5. EVALUATE Checking Critiquing
6. CREATE Generating Planning Producing
A6
A5
A4
A3
A2
A1
A. Factual Knowledge
B6
B5
B4
B3
B2
B1
B. Conceptual Knowledge
C6
C5
C4
C3
C2
C1
C. Procedural Knowledge
D. Metacognitive Knowledge
D6
D5
D4
D3
D2
D1
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Students will learn the major exports of the
various South American countries.
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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.

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

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Examples of Factual Knowledge

• 1812
• William Shakespeare
• 4 x 3 12
• gt

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Standards on Factual Knowledge

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

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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

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What is a concept?

• A category or group of things with features
  (attributes)

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Conceptual Knowledge Has to be taught by
defining the attributes and with multiple
examples and non-examples (some of which are
near-misses) can be abstract or
concrete. Examples

• Dog
• Justice
• Table
• Love
• Equal parts

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Standards on Conceptual Knowledge

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

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C. Procedural KnowledgeHow 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

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Examples of Procedural Knowledge

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

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Standards on Procedural Knowledge

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

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D. Metacognitive KnowledgeKnowledge 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

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Examples Non-examples ofMetacognitive Knowledge

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

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CLUESHow 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.

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See Table 2 for definitions and examples of
cognitive processes
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1. RememberRetrieving 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.

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Examples of Remember

• Identify the date the US joined WW II.a. 1841
  b. 1917 c. 1941 d. 1945
• List the five steps of the scientific method in
  order.

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• 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.

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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

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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)

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Examples of Understand

• Classify the following (unfamiliar) organisms as
  vertebrates or non-vertebrates.
• Explain the causes of the American Revolution.
• Give examples of various kinds of chemical
  compounds.
• Represent number sentences expressed in words as
  algebraic equations expressed in symbols.

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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)

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Examples of Apply

• Add 3-digit numbers.
• Use the most effective, efficient, and affordable
  method of conducting a research study to address
  a specific research question.

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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 the underlying purpose or
  perspective

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Examples of Analyze

• In reading a passage on the battle of Camden,
  determine whether the author takes the
  perspective of the Americans or the British.
• Select the major points in research reports.
• 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.

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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.

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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.

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Examples of Evaluate

• Apply the International Examination Board
  criteria to judge the quality of a choral
  performance.
• Determine whether a scientist's conclusion
  follows from the observed data noted in the
  report.

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6. CreatePut 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

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Examples of Create

• Given the laws of physics, hypothesize as to why
  the movement of atoms could not be tracked.
• Develop a technological design for a product that
  meets designated specifications.

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ACTIVITY Task 1Each 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.
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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, problem-
  solving, explore, develop, learn, accept,
  appreciate, enjoy, reflect

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MOST POPULATED CELLS IN STATE STANDRDS
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ACTIVITY Task 21. Identify the
object(s) and verb(s).2. Identify its
intent/focus.3. Rewrite the standard. 4.
Identify the Knowledge and Cognitive
processes.
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Lets talk about some of the uses of the taxonomy
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Teachers can plot out an entire unit on the
taxonomy table to create a visual picture of
alignment or misalignment with the standards.
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Unit Alignment Overlay Show for each unit the
standards, activities, and assessments on same
matrix.
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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.

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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.

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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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