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Bloom's Workshop

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Using Bloom's Revised Taxonomy to Align Instruction

Using Bloom's Revised Taxonomy to Align Instruction

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  • Thank you for attending my presentation! I hope you will continue our conversation here. Please send me your feedback, suggestions, and (especially) criticisms - tianna.tagami@gmail.com.
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  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying: Carrying out or using a procedure through executing, or implementing. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. Evaluating: Making judgments based on criteria and standards through checking and critiquing. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
  • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying: Carrying out or using a procedure through executing, or implementing. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. Evaluating: Making judgments based on criteria and standards through checking and critiquing. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Bloom's Workshop Bloom's Workshop Presentation Transcript

  • Aligning Assessments, Objectives, and Instruction Using the Revised Bloom’s Taxonomy
  • http://www.slideshare.net/ttianna/blooms-workshop
    Slideshare
  • A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives
    Lorin W. Anderson and David R. Krathwohl
    ISBN 0-8013-1903-X
  • At the end of this workshop, you will be able to:
    Classify performance verbs based on the Cognitive Process Dimension of Bloom’s Revised Taxonomy.
    Classify types of learning based on the Knowledge Dimension of Bloom’s Revised Taxonomy.
    Identify appropriate types of assessments for each level of Bloom’s.
    Identify key words in a state standard that will help you write objectives and valid assessments.
    Use the Bloom’s grid to identify holes in existing instruction.
    Analyze standards and objectives to create meaningful assessments.
    Objectives
  • Think about a lesson/training you have delivered or participated in that was particularly effective. What do you think made it so effective?
    Now think about one that was particularly ineffective. What do you think made it so ineffective?
    What Works
  • Often, the lack of effectiveness of a lesson/training can be attributed to misalignment.
    There is too much reading
    The instruction isn’t relevant to my life/job
    There was stuff on the test I didn’t learn
    There were “trick” questions
    The training didn’t result in improved workplace performance
    Alignment:
    Need - Objectives – Instruction – Practice - Assessment
    Alignment
  • Create correct answers based on knowledge of a reading selection.
    Apply use of ideas and details to creation of correct answers.
    Evaluate information within the question to determine the best possible answer.
    Verb-focused Faux Pas
  • What do I want learners to be able to do?
    (the learning question)
    How will they show me they can do it?
    (the assessment question)
    What tools/knowledge/skills do they need to do it?
    (the instruction question)
    Backwards Design
  • Hook
    Objectives and Assessment introduction
    For each objective:
    Instruction/Content
    Guided Practice
    Summary
    Independent Practice
    Check for Understanding/Review
    Assessment
    Review and Generalizations to enhance transfer
    Lesson Model
  • Bloom’s Taxonomy
  • Specific
    Measurable
    Acceptable to stakeholders
    Realistic to achieve
    Time-bound with a deadline
    SMART Objectives
  • The student will learn to distinguish among confederal, federal, and unitary systems of government.
    Verb: distinguish (cognitive process)
    Noun: confederal, federal, and unitary systems of government (knowledge)
    Analyze, Conceptual Knowledge
    Placing objectives in the grid
  • What system of government is this?
    How do you know it is the type of system you say it is?
    What changes would need to be made to transform this system into the other two systems?
    Aligning assessment
  • The student will learn to differentiate between rational numbers and irrational numbers.
    Verb: differentiate (analyze)
    Noun: rational numbers and irrational numbers (conceptual)
    Analyze, Conceptual Knowledge
    Placing objectives in the grid
  • Definitions
    Examples and Non-examples
    Diagrams
    Aligning Instruction
  • To what number system, rational or irrational, do all of these numbers belong?
    How do you know it is the type of number set you say it is?
    How could you change each number so it is an example of the other number system?
    Aligning assessment
  • Learners will know airport codes
    Verb: Know
    Remember or Understand?
    Remember
    Noun: Airport Codes (factual)
    Remember, Factual Knowledge
    Placing objectives in the grid
  • Definitions
    Rehearsal
    Mnemonics
    Lots and lots of practice
    Instruction
  • Matching
    Multiple Choice
    Short answer
    Aligning assessment
  • Students will write a literary analysis of Moby Dick, explaining and evaluating how the author uses of metaphor and characterization to advance the moral of the story.
    Verb: write, explain, evaluate
    Noun: literary analysis, use of metaphor and characterization
    Apply, Analyze, Evaluate, Create
    Conceptual and Procedural Knowledge
    Placing objectives in the grid
  • Definitions
    Examples and modeling
    Learner guidance with scaffolding
    Iterative assessment
    Align Instruction
  • Students will write a literary analysis of Moby Dick, explaining and evaluating how the author uses of metaphor and characterization to advance the moral of the story.
    Need a rubric
    Rubric should reflect the elements of the objective
    Aligning assessment
  • Recognize sexual harassment in the workplace
    Verb: Recognize (Remember?)
    Verb: Evaluate
    Noun: sexual harassment (Factual?)
    Evaluate, Conceptual Knowledge
    Placing objectives in the grid
  • Definitions
    Examples and non-examples
    Scenarios
    Aligning Instruction
  • Describe the criteria that constitutes sexual harassment.
    Scenarios
    Aligning assessment
  • Learners will list the steps in the customer service escalation process.
    List (Remember)
    Steps (Factual Knowledge)
    Learners will explain the steps in the customer service escalation process
    Explain (Understand)
    Steps (Conceptual Knowledge)
    Learners will use the steps in the customer service escalation process to deal with a customer complaint call.
    Use (Apply)
    Steps (Factual Knowledge, Conceptual Knowledge, Procedural Knowledge)
    Placing Objectives in the Grid
  • Explain different elements of figurative language, including simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery in a literary selection. (Reading, Grade 9, Strand 2, Concept 1, PO 2)
    State Standards - Reading
  • Justify with examples the relation between the number system being used (natural numbers, whole numbers, integers, rational numbers and irrational numbers) and the question of whether or not an equation has a solution in that number system.
    (Grades 9-10, Strand 1, Concept 1, PO 1)
    State Standards - Math
  • Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring).
    (High School, Strand 1, Concept 1, PO 4)
    State Standards - Science
  • Use appropriate maps and other graphic representations to analyze geographic problems and changes over time.
    (High School, Strand 4, Concept 1, PO 3)
    State Standards – Social Studies
  • Training Need/Instructional Goal
    Objective
    Verb
    Noun
    Align Instruction
    Align Assessment
    Your Examples