Acknowledge that we talked about RBT last year, that it’s taught in college, and it’s basically a house-hold term for educators. But that doesn’t mean we can’t go back to it or learn more from it. Because new standards, in particular the NCES, are tied directly to RBT vocabulary, in order to understand the standards we need to understand RBT. Also point out that RBT is a required module on NC Education, so this presentation takes the place of every teacher having to complete an NC-Falcon like module.
While the NCEES does not refer specifically to RBT it does refer to helping students develop critical thinking and problem solving skills, skills which require them to ask and answer complex questions. RBT provides the framework around which to construct those questions.
This chart is the compilation of over 500 walkthroughs conducted by the EPS team. Walkthroughs are used by the district to measure program implementation and drive staff development as needs are identified. Let’s explain the terms:482 responses (89% response rate) – means that in the other 11% of classrooms observed RBT level was not checked; could be because of time in the classroom, activity (such as testing) that was not conducive to determine (sometimes when students are taking tests observers will walk around and read test questions to make a determination and other times observers may just stand in the corner so as to not disrupt the class), etc. 876 Responses: Observers have the ability to check multiple levels on the spectrum for each observation, so 876 represents the total number of choices selectedRemembering and Understanding represent approximately 3 out of 4 of all questionsEvaluating and Creating represent approximately 3 percent of classrooms. This means that of the 482 classrooms where levels were identified, evaluating was seen in 11 of them and creating was seen in 14 of them.What the instrument does NOT do: it does not tally results for a single observation; ie, if three “remembering questions” are observed and 1 “analyzing” is observed, it is not weighted to show more remembering – they both are checked on the instrumentBecause of the complexity required for evaluating and creating questions, one expects them to be less frequent because it may take an entire class period to process an evaluating question but 15 remember questions could be delivered in 15 minutes, so in one sense observers are more likely to see these low level activities rather than deep-level thinking. Even with that being said, though, it can not adequately account for the huge difference demonstrated on this chart.
Note: percentages are not the amount of time spent at each level but the average retention rates for each level – in other words, it’s not that we should spend 90 percent of time creating, because all levels of questioning should be used. The purpose of the graphic is to show how we should be doing more deep-level thinking than low-level thinking.
This slide basically takes the previous two and compares them to each other. Part of our job as professionals is to continually measure where we are in regards to our goal. Our goal was established, so it’s time to take a few minutes to see where we are at. This is exactly what every productive PLC does as well – they set a goal, then implement practices to move towards it, then measure their progress and make changes as needed. At the beginning of the year your PLC established a goal, then in October you developed a CFA to measure progress toward the goal, over November and December you taught your students, and then prior to today you administered that assessment to see where you are and tomorrow you’ll make a detailed plan on how to move forward. The CFA wasn’t given for a grade but to inform your instruction. Likewise, district leadership has established a goal for us regarding what instruction should be like in the classroom; walkthroughs are the CFA used to measure it (they aren’t evaluative but are rather formative), and now we are analyzing the results of that evaluation and charting a course forward for improvement.So where are we? Based on the data, we struggle to implement deep thinking practices in the classroom. So one of the results of our analysis is to provide better PD on RBT and then measure it’s implementation in our next round of walkthroughs in the spring.
Spend some time on this slide, but don’t don’t try to over-explain it since it’s the overview of what will be further explained in the videos.Consider asking staff to fill in the comparison at the table level before sharing it – you could use this blank slide to fill in teacher’s thoughts as they report out, or you can skip this one and go directly to the presentation slide.
Spend some time on this slide, but don’t don’t try to over-explain it since it’s the overview of what will be further explained in the videos.Ask the question: Is this how we’ve summarized the differences in the past? Answer is probably not – while we acknowledged the table in our training in October of 2011 and the switch from nouns to verbs we did not talk about the first bullet, and we didn’t spend adequate time exploring the second. So today that will be our focus
Pretty self explanatory slide
Pretty self-explanatory slide
Remember, you MUST be logged into NC Education before clicking on the link; once logged in go to the section entitled “Introducing Dr. Anderson” and then choose “A Common Format” from the drop-down menu (upper right of slide show) and show:A Common Format (approximately 1 minute)Original and Revised Bloom (approximately 8 minutes)Spend significant time discussing implications of understanding RBT as “a lot more flexible” than a “rigid prerequisite triangle-thing” (approx 5:30 into the video)
Remember, you MUST be logged into NC Education before clicking on the link. Once in, choose “Cognitive Process Domain” from the drop-down menu (upper right of slide show) (approx 2 minutes); OR just hit “Continue” from the previous video and it will show this one.If your faculty needs a better understanding of any particular area the video spends only about 3-5 minutes describing each one, so take as much time as you need to examine them. Ones you may want to consider:Understand vs. Analyze (these are often confused)Create
Remember, you MUST be logged into NC Education before clicking on the link. Once in, choose “The Purpose of Objectives” from the list and then “Major Differences” from the drop-down menu (upper right of slide show) (approx 7 minutes)The following is what was shared in the self-directed RBT PD in October 2011:What is often missed in RBT is the distinction of FOUR TYPES OF KNOWLEDGE: factual, or knowledge of information; conceptual, or knowledge of ideas, theories and generalizations; process, or knowledge of “how-to;” and metacognitive, or knowledge about student’s own thinking and learning.Take a look at the examples of each type of knowledge to help you distinguish them. What questions does your PLC have? Can you come to some consensus as you attempt to answer questions?3. Creators of the NCES and CC documents operated with the beliefs that 1) current curricula and instruction are too often shallow puddles of factual knowledge and 2) 21st century students require learning under ALL 4 types of knowledge.4. This slide should serve as a reference to help you distinguish one kind of knowledge from another. Use it for the MATRIX activity that begins with the next slide. (but keep in mind that all 4 types of knowledge interact when we teach and learn. We cannot operate in process learning without accessing facts, concepts, and metacognition. It’s just how brains work).
The Elementary example will load automatically after you enter your PD360 login information (approx 12 minutes)For Secondary schools, remember you must login to America Achieves BEFORE clicking on the link otherwise it will pull up a blank window. You are showing the video on the “Lesson” tab (approx 16 minutes)After watching the video, divide the group into PLCs or small-groups and have them compare their answers and resolve differences.Provide handouts to teachers as resources (if possible, do different colored sheets for each to make it easier to put together, but that’s not a requirement)Structure of the Cognitive ProcessRBT Table (Matrix)Types of Knowledge chartExamples chartList of questions from your chosen video so they can follow along
Transition into PLCs
Dismiss to PLCs; give overview of rest of the day:PLC work with data worksheetFeedback on curriculum guides for 2nd semesterAfter lunch you are free to continue working in your PLC or use the rest of the day as a “work day” in your classroom (grades, lessons, report cards, etc)
January 2012 rbt presentation
Questioning Strategies January 22, 2013 Pitt County Schools
Why Revised Blooms AGAIN??? Simply put, RBT forms the foundation by which the new standards must beunderstood, analyzed, and implemented in the classroom.
NCEES Standard IVe. Teachers help students develop critical-thinking andproblem-solving skills. Teachers encourage students toask questions, think creatively, develop and testinnovative ideas, synthesize knowledge, and drawconclusions. They help students exercise andcommunicate sound reasoning; understandconnections; make complex choices; and frame,analyze, and solve problems.
Destination vs. Location Destination Location Instruction should Instruction increasingly require overwhelmingly limits students to do more tasks to simpleapplication, analysis, evalu remembering and ation, and creation understanding with limited application and next to no analysis, evaluation, or creation.
Old vs. New Original Bloom’s Revised Bloom’s• Hierarchical (you can’t • Non-Hierarchical proceed from bottom to (activity at higher levels top until you master the does not require bottom) mastery at lower levels)• One dimensional (uses • Two dimensional (uses a continuum) a table)• Noun-based • Verb based
The Over-Simplification• Previous discussion was limited to two areas – Switch from nouns to verbs – Swapping of “top two” categories• The attempt to be clear and concise led to confusion and resulted in an abandonment of RBT for other models• It’s not that other models are bad, and they can inform what we do in PCS, but in an effort to maintain focus our work must be understood through the filter of RBT (as required by NCES)
The Clarification• Today we’ll examine the RBT Table & understand the break-down of the cognitive processes• Big Idea: Revised Bloom’s Taxonomy• Essential Question: Why is it important to understand the difference between levels of student work?• Target: Teachers can engage students instructionally with deep-thought requiring tasks• Criteria for Success: Teachers will be successful when they implement deep-thinking tasks with students.
The Clarification: Three ChangesDr. Lorin Anderson was a student of BenjaminBloom and co-author of the Revised Bloom’sTaxonomy.WARNING: The video is not the most interestingpresentation to watch, but the content is second-to-none; please do not allow the presentation todistract from the content NC Education Excerpt #1
The Clarification: The DimensionsThere are only 19 cognitive processes divided into six categoriesNC Education Excerpt #2
The Clarification: The TableNC Education Excerpt #3 (Last one! YEE-HAW!)
A Shameful Commercial:For the record, you have watched about 20 minutes of this required module from DPI(similar to NC Falcon). Aren’t you glad youdon’t have to take it individually and spendover 2 hours doing it like teachers in other districts?
Let’s Practice (Last Video, We Promise) Using your handouts (Structure of the Cognitive Process and the RBT Table),classify all the questions in your respectiveclassroom video. Be prepared to discuss as a small group. Elementary Classroom Example Secondary Classroom Example
As you work in your PLCs today analyzing testresults, ensure you are correctly aligning your CFA questions to the correct cognitive & knowledge dimensions required by the standards. As you plan individually today, draft specificsome activities and specific questions into your plans to ensure you are pushing students to work at all levels of RBT.