This document provides an overview of a virtual lesson on using the Revised Bloom's Taxonomy (RBT) to align social studies classroom instruction and assessment with essential standards. It includes examples of how to use the RBT taxonomy table to determine appropriate learning experiences and assessments based on cognitive processes. Participants engage in practice activities applying the RBT to sample learning objectives and designing aligned assessments. The key points are that RBT provides a common framework to ensure objectives, instruction, and assessment are consistent, and using its cognitive verb categories helps achieve complete alignment across the curriculum.
Introduction to aligning classroom assessments in k 12 social studies(formatt...Michelle McLaughlin
The document discusses using the Revised Bloom's Taxonomy (RBT) to align classroom instruction and assessment with new social studies standards. It provides an overview of how the RBT taxonomy table can be used to determine learning experiences and assessments. It also gives examples of aligned and misaligned learning objectives and assessments. The goal is to ensure objectives, instruction, and assessment are consistent using the RBT framework to improve student learning outcomes.
This document discusses a community-based participatory action research project on gender and adaptation to climate variability. It focuses on (1) using climate analogues to understand adaptation through mobility and information exchange, and (2) using weather information for adaptation. Key findings include that communication methods need to effectively transfer seasonal climate information across gender and age groups, as different groups access and use weather data differently. Mobility for knowledge sharing is more challenging for women and the elderly. Overall, radio and announcements in public places were the most effective information channels.
Standards based unit assessment design for k to 12 Ian Martije
This document discusses standards-based assessment design for K-12 curriculum. It defines different types of standards including core learning area standards, key stage standards, grade level standards, content standards, and performance standards. It also defines learning competencies and different levels of competencies including knowing, understanding, and doing. The document provides guidance on developing a unit assessment map by unpacking competencies, deciding on the level of assessment, and selecting appropriate assessment tasks. Standards-based assessment is important as it ensures alignment between instruction, assessment, and standards and allows students' mastery of competencies to be measured and progress tracked.
Instructional Objectives: Bloom's Revised TaxonomyDr. N. Asokan
This document outlines a presentation on instructional objectives and Bloom's revised taxonomy. The key points covered include:
1. The purpose of stating instructional objectives, including focusing teacher instruction and student learning as well as assessing student performance.
2. Bloom's original taxonomy classified educational objectives according to cognitive, affective, and psychomotor domains. Bloom's revised taxonomy updated this to include two dimensions - a knowledge dimension and a cognitive process dimension.
3. The knowledge dimension includes factual, conceptual, procedural, and metacognitive knowledge. The cognitive process dimension covers remember, understand, apply, analyze, evaluate, and create cognitive processes.
Levels of Learning (Revised Bloom's of Taxonomy)lerise
The document discusses Bloom's Taxonomy, which classifies different levels of thinking. It provides an overview of the original 1956 taxonomy and the revised 2001 version. The revised taxonomy makes changes to terminology, structure, and emphasis. It uses verbs to describe cognitive processes and organizes thinking into a two-dimensional table with knowledge dimensions and cognitive process dimensions. This provides a more comprehensive framework for curriculum planning, instruction, and assessment. Sample questions are provided for each cognitive process to illustrate how they can be applied in teaching.
Bloom’s Revised Taxonomy of Educational ObjectivesEzr Acelar
This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
The document contains information about Camarines Norte State College, including its vision to become a premier higher education institution in the Bicol Region and its mission to provide higher education across various fields. It also includes a field study form that evaluates a student's performance in focusing on content validity of tests and quizzes. The form assesses tasks such as observation, analysis, reflection, portfolio, and submission deadline.
Introduction to aligning classroom assessments in k 12 social studies(formatt...Michelle McLaughlin
The document discusses using the Revised Bloom's Taxonomy (RBT) to align classroom instruction and assessment with new social studies standards. It provides an overview of how the RBT taxonomy table can be used to determine learning experiences and assessments. It also gives examples of aligned and misaligned learning objectives and assessments. The goal is to ensure objectives, instruction, and assessment are consistent using the RBT framework to improve student learning outcomes.
This document discusses a community-based participatory action research project on gender and adaptation to climate variability. It focuses on (1) using climate analogues to understand adaptation through mobility and information exchange, and (2) using weather information for adaptation. Key findings include that communication methods need to effectively transfer seasonal climate information across gender and age groups, as different groups access and use weather data differently. Mobility for knowledge sharing is more challenging for women and the elderly. Overall, radio and announcements in public places were the most effective information channels.
Standards based unit assessment design for k to 12 Ian Martije
This document discusses standards-based assessment design for K-12 curriculum. It defines different types of standards including core learning area standards, key stage standards, grade level standards, content standards, and performance standards. It also defines learning competencies and different levels of competencies including knowing, understanding, and doing. The document provides guidance on developing a unit assessment map by unpacking competencies, deciding on the level of assessment, and selecting appropriate assessment tasks. Standards-based assessment is important as it ensures alignment between instruction, assessment, and standards and allows students' mastery of competencies to be measured and progress tracked.
Instructional Objectives: Bloom's Revised TaxonomyDr. N. Asokan
This document outlines a presentation on instructional objectives and Bloom's revised taxonomy. The key points covered include:
1. The purpose of stating instructional objectives, including focusing teacher instruction and student learning as well as assessing student performance.
2. Bloom's original taxonomy classified educational objectives according to cognitive, affective, and psychomotor domains. Bloom's revised taxonomy updated this to include two dimensions - a knowledge dimension and a cognitive process dimension.
3. The knowledge dimension includes factual, conceptual, procedural, and metacognitive knowledge. The cognitive process dimension covers remember, understand, apply, analyze, evaluate, and create cognitive processes.
Levels of Learning (Revised Bloom's of Taxonomy)lerise
The document discusses Bloom's Taxonomy, which classifies different levels of thinking. It provides an overview of the original 1956 taxonomy and the revised 2001 version. The revised taxonomy makes changes to terminology, structure, and emphasis. It uses verbs to describe cognitive processes and organizes thinking into a two-dimensional table with knowledge dimensions and cognitive process dimensions. This provides a more comprehensive framework for curriculum planning, instruction, and assessment. Sample questions are provided for each cognitive process to illustrate how they can be applied in teaching.
Bloom’s Revised Taxonomy of Educational ObjectivesEzr Acelar
This was for EDUC 202 (Facilitating Learning).
Includes the old taxonomy, the revised taxonomy, the differences between the two as well as the two dimensions of the revised taxonomy and practical guide in using the revised taxonomy.
The document contains information about Camarines Norte State College, including its vision to become a premier higher education institution in the Bicol Region and its mission to provide higher education across various fields. It also includes a field study form that evaluates a student's performance in focusing on content validity of tests and quizzes. The form assesses tasks such as observation, analysis, reflection, portfolio, and submission deadline.
Claire Milsom - Student expectation in the contemporary climateHEA Law
The document discusses student expectations in the contemporary climate. It analyzes survey responses from Liverpool John Moores University students regarding their experiences compared to expectations. Many students reported experiences different than expected, particularly regarding less help/lecture time, more independent work, and a less personal experience than anticipated. The document also discusses the increased scrutiny of the student teaching experience following rises in tuition fees in the UK.
This document summarizes a facilities, realignment, and restructuring report from Sibley East Schools. It discusses current staffing and programming from K-12, compares school facilities to state guidelines, and reviews research on aligning grades K-6 and 7-12. The report finds that elementary school facilities are outdated and class/support spaces are significantly smaller than recommended. Research supports aligning grades K-6 and 7-12 to improve student achievement and reduce dropout rates. Pros and cons of restructuring to a K-6, 7-12 model are presented from both elementary and secondary staff perspectives.
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The document summarizes a study that identified three distinct groups of teachers based on their attitudes about the teaching profession:
1) Disheartened teachers (40% of teachers) who are more likely to be disappointed in their jobs and give poor ratings to principals.
2) Idealists (23% of teachers) who became teachers to help disadvantaged students and believe good teachers can help all students learn.
3) Contented teachers (37% of teachers) who report excellent working conditions and believe their teaching has increased student test scores.
This document summarizes the findings of a research project on how academic libraries can better market their services and improve perceptions among key stakeholders. The project involved a literature review, case studies of libraries in the UK, US and Scandinavia, and surveys of librarians and faculty.
The research found that librarians generally believe faculty have a positive view of the library, but are concerned faculty do not fully understand the resources and services available. Faculty responses indicated they value subject librarians and library services that are integrated into teaching, like embedded information literacy instruction. The document discusses several services libraries provide to support both teaching and research, and suggests libraries should focus on partnerships, embedded services, and promoting resources to stakeholders.
This presentation summarizes the findings of a 6-month research project on how academic libraries can better demonstrate their value to teaching and research staff. The project used literature reviews, case studies, and surveys of librarians and faculty. Key findings include that embedded library instruction and integrated research services are highly valued, and that personal relationships between librarians and faculty are important. Recommendations focus on skills development for librarians, documenting partnerships, and collecting evidence of the library's impact. One library, ZSR Library at Wake Forest University, was highlighted for initiatives like embedded instruction, technology support for teaching, and library spaces that foster partnerships.
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The document discusses financial literacy challenges for newcomers to Canada. It covers identifying issues with credit access, the importance of budgeting, understanding credit reports and scores. It notes that access to credit can be easy but dangerous if not managed properly. Education is important for newcomers who often lack knowledge of Canada's personal finance system. Frontline workers may need to help clients understand options and avoid pitfalls like payday loans. The document provides tips on building credit history responsibly through secured credit cards and programs from banks like RBC and Scotia that help newcomers.
Superiority, Equivalence, and Non-Inferiority Trial DesignsKevin Clauson
http://bit.ly/bQKcGz This lecture was presented as part of the Drug Literature Evaluation course at Nova Southeastern University. Guided notes and an audience response system were used to augment to lecture. Context for my decision to share these slides can be found at the provided link.
MEAS Course on E-Learning: 5 Planning for scaleable operations and costsMEAS
This document summarizes a presentation on understanding the online education landscape. It provides an overview of business models for online learning programs, goals and priorities for different institution types, approaches to online course development, factors that influence business decisions and student services, and considerations for curriculum and costs. Key success factors include aligning online initiatives with institutional mission and values and taking a collaborative approach to building foundational courses.
The document discusses representing, guiding, and sharing learning designs. It describes the Open University's Learning Design Initiative which uses tools like CompendiumLD to visually represent pedagogical designs and learning activities. These representations can guide curriculum design and help educators compare and evaluate courses. The tools also allow designs to be shared on platforms like Cloudworks to encourage collaboration and reuse of open educational resources.
PPS was founded in 1941 by a group of eight dentists who sought to create a mutual organization to provide financial protection for graduate professionals against risks to their ability to practice. Since then, PPS has grown significantly while maintaining its mutual status where members exclusively share in profits. PPS offers a suite of products including sickness and permanent incapacity benefits, life insurance, health insurance, disability insurance, and investments. Members can accumulate a Surplus Rebate Account where balances have exceeded premium payments for some members. PPS remains the preferred provider of financial solutions for graduate professionals in South Africa with over R17 billion in assets under management.
EDUL 7063 (PO2) Philosophy of Leadership in Education - William Allan Kritson...William Kritsonis
This document provides information about an online course titled "EDUL 7063 (P02)– Philosophy of Leadership in Education" taught at Prairie View A&M University. It includes the instructor's contact information, course details like meeting times and location, a description of the course content focusing on examining philosophy of leadership in education. It also outlines the course goals and objectives, requirements including assignments and their point values, policies, textbook information, and a 16-week course schedule. The course aims to help students develop a philosophy of leadership in education and understand alternative methods of philosophical thinking to improve schools.
The document provides information about the development of North Carolina's K-3 assessment. It discusses the goals of gathering input from stakeholders on the assessment design and implementation. Key points include:
- The assessment is being developed to meet legal requirements and support early grades reform.
- It will be formative in nature and embedded in daily instruction to guide teaching.
- Various work groups including educators, families, and experts will provide input and help design and implement the assessment.
- An implementation timeline starting in 2013 and expanding through 2015 was proposed.
- Attendees provided feedback on important stakeholders to involve and questions to ask to inform the assessment development.
This document provides information about an Educational Leadership doctoral dissertation course at Prairie View A&M University, including the instructor details, course goals and objectives, required texts, evaluation methods, and university policies. The course aims to guide students through designing, executing, and reporting an original study to contribute to the field of Educational Leadership. Students will apply research procedures to identify a problem, develop research questions, obtain approvals, conduct the research, and report findings. Upon successful dissertation defense, students will earn their Ph.D.
EDUL 7063 (PO1) Philosophy of Leadership in Education - William Allan Kritson...William Kritsonis
This document provides information about an online course titled "Philosophy of Leadership in Education" taught by William Kritsonis at Prairie View A&M University. The course will be held on Fridays from 5:30-8:20 PM. Students will examine the philosophy of leadership in education and learn to effectively manage others. Course goals include understanding different philosophies and developing a personal philosophy of leadership. Students will prepare to solve problems, think critically, and improve schools. Their work will be assessed based on assignments like a written manuscript.
This document discusses effective teaching and how to develop, evaluate, and ensure it. It notes that effective teachers engage students in active learning, create intellectually ambitious tasks, and continuously assess student learning. It also discusses the importance of developing equitable teaching practices. The document examines factors that influence teacher effectiveness and concerns about evaluating teachers based on student test scores. It advocates for comprehensive evaluation systems and investing in high-quality teacher preparation, mentoring, professional learning and performance assessments.
This document summarizes research on targeted professional development for teachers. It describes a partnership approach to professional development that is guided by a knowledge integration perspective. The professional development is iterative and involves essential preparation before curriculum enactment, mentored support during enactment, and opportunities for reflection. Data from 2004-2007 showed that most teachers received typical support of 3-4 days in the classroom from researchers, and that additional support was associated with fewer reported obstacles by teachers. The professional development model is being extended to involve and educate principals as instructional leaders in the technology-enhanced science reform.
2015 senate youth information webinar for student's, counselors, and parents ...Michelle McLaughlin
This document provides information about North Carolina's Senate Youth Program application and selection process. Two high school students from North Carolina will be selected to serve as delegates in Washington D.C. in March. The application process involves submitting an essay and digital presentation by October 4th. Students will then participate in a first round of review, followed by an interview and exam if selected as a top applicant. The document answers common questions about eligibility, required materials, the essay prompt, and expectations for the digital presentation and application process.
Claire Milsom - Student expectation in the contemporary climateHEA Law
The document discusses student expectations in the contemporary climate. It analyzes survey responses from Liverpool John Moores University students regarding their experiences compared to expectations. Many students reported experiences different than expected, particularly regarding less help/lecture time, more independent work, and a less personal experience than anticipated. The document also discusses the increased scrutiny of the student teaching experience following rises in tuition fees in the UK.
This document summarizes a facilities, realignment, and restructuring report from Sibley East Schools. It discusses current staffing and programming from K-12, compares school facilities to state guidelines, and reviews research on aligning grades K-6 and 7-12. The report finds that elementary school facilities are outdated and class/support spaces are significantly smaller than recommended. Research supports aligning grades K-6 and 7-12 to improve student achievement and reduce dropout rates. Pros and cons of restructuring to a K-6, 7-12 model are presented from both elementary and secondary staff perspectives.
Retaining Teacher Talent: Teaching for a LivingAmber Ott
The document summarizes a study that identified three distinct groups of teachers based on their attitudes about the teaching profession:
1) Disheartened teachers (40% of teachers) who are more likely to be disappointed in their jobs and give poor ratings to principals.
2) Idealists (23% of teachers) who became teachers to help disadvantaged students and believe good teachers can help all students learn.
3) Contented teachers (37% of teachers) who report excellent working conditions and believe their teaching has increased student test scores.
This document summarizes the findings of a research project on how academic libraries can better market their services and improve perceptions among key stakeholders. The project involved a literature review, case studies of libraries in the UK, US and Scandinavia, and surveys of librarians and faculty.
The research found that librarians generally believe faculty have a positive view of the library, but are concerned faculty do not fully understand the resources and services available. Faculty responses indicated they value subject librarians and library services that are integrated into teaching, like embedded information literacy instruction. The document discusses several services libraries provide to support both teaching and research, and suggests libraries should focus on partnerships, embedded services, and promoting resources to stakeholders.
This presentation summarizes the findings of a 6-month research project on how academic libraries can better demonstrate their value to teaching and research staff. The project used literature reviews, case studies, and surveys of librarians and faculty. Key findings include that embedded library instruction and integrated research services are highly valued, and that personal relationships between librarians and faculty are important. Recommendations focus on skills development for librarians, documenting partnerships, and collecting evidence of the library's impact. One library, ZSR Library at Wake Forest University, was highlighted for initiatives like embedded instruction, technology support for teaching, and library spaces that foster partnerships.
A3 Financial Literacy: A Challenge To Newcomers_Daniel Chometaocasiconference
The document discusses financial literacy challenges for newcomers to Canada. It covers identifying issues with credit access, the importance of budgeting, understanding credit reports and scores. It notes that access to credit can be easy but dangerous if not managed properly. Education is important for newcomers who often lack knowledge of Canada's personal finance system. Frontline workers may need to help clients understand options and avoid pitfalls like payday loans. The document provides tips on building credit history responsibly through secured credit cards and programs from banks like RBC and Scotia that help newcomers.
Superiority, Equivalence, and Non-Inferiority Trial DesignsKevin Clauson
http://bit.ly/bQKcGz This lecture was presented as part of the Drug Literature Evaluation course at Nova Southeastern University. Guided notes and an audience response system were used to augment to lecture. Context for my decision to share these slides can be found at the provided link.
MEAS Course on E-Learning: 5 Planning for scaleable operations and costsMEAS
This document summarizes a presentation on understanding the online education landscape. It provides an overview of business models for online learning programs, goals and priorities for different institution types, approaches to online course development, factors that influence business decisions and student services, and considerations for curriculum and costs. Key success factors include aligning online initiatives with institutional mission and values and taking a collaborative approach to building foundational courses.
The document discusses representing, guiding, and sharing learning designs. It describes the Open University's Learning Design Initiative which uses tools like CompendiumLD to visually represent pedagogical designs and learning activities. These representations can guide curriculum design and help educators compare and evaluate courses. The tools also allow designs to be shared on platforms like Cloudworks to encourage collaboration and reuse of open educational resources.
PPS was founded in 1941 by a group of eight dentists who sought to create a mutual organization to provide financial protection for graduate professionals against risks to their ability to practice. Since then, PPS has grown significantly while maintaining its mutual status where members exclusively share in profits. PPS offers a suite of products including sickness and permanent incapacity benefits, life insurance, health insurance, disability insurance, and investments. Members can accumulate a Surplus Rebate Account where balances have exceeded premium payments for some members. PPS remains the preferred provider of financial solutions for graduate professionals in South Africa with over R17 billion in assets under management.
EDUL 7063 (PO2) Philosophy of Leadership in Education - William Allan Kritson...William Kritsonis
This document provides information about an online course titled "EDUL 7063 (P02)– Philosophy of Leadership in Education" taught at Prairie View A&M University. It includes the instructor's contact information, course details like meeting times and location, a description of the course content focusing on examining philosophy of leadership in education. It also outlines the course goals and objectives, requirements including assignments and their point values, policies, textbook information, and a 16-week course schedule. The course aims to help students develop a philosophy of leadership in education and understand alternative methods of philosophical thinking to improve schools.
The document provides information about the development of North Carolina's K-3 assessment. It discusses the goals of gathering input from stakeholders on the assessment design and implementation. Key points include:
- The assessment is being developed to meet legal requirements and support early grades reform.
- It will be formative in nature and embedded in daily instruction to guide teaching.
- Various work groups including educators, families, and experts will provide input and help design and implement the assessment.
- An implementation timeline starting in 2013 and expanding through 2015 was proposed.
- Attendees provided feedback on important stakeholders to involve and questions to ask to inform the assessment development.
This document provides information about an Educational Leadership doctoral dissertation course at Prairie View A&M University, including the instructor details, course goals and objectives, required texts, evaluation methods, and university policies. The course aims to guide students through designing, executing, and reporting an original study to contribute to the field of Educational Leadership. Students will apply research procedures to identify a problem, develop research questions, obtain approvals, conduct the research, and report findings. Upon successful dissertation defense, students will earn their Ph.D.
EDUL 7063 (PO1) Philosophy of Leadership in Education - William Allan Kritson...William Kritsonis
This document provides information about an online course titled "Philosophy of Leadership in Education" taught by William Kritsonis at Prairie View A&M University. The course will be held on Fridays from 5:30-8:20 PM. Students will examine the philosophy of leadership in education and learn to effectively manage others. Course goals include understanding different philosophies and developing a personal philosophy of leadership. Students will prepare to solve problems, think critically, and improve schools. Their work will be assessed based on assignments like a written manuscript.
This document discusses effective teaching and how to develop, evaluate, and ensure it. It notes that effective teachers engage students in active learning, create intellectually ambitious tasks, and continuously assess student learning. It also discusses the importance of developing equitable teaching practices. The document examines factors that influence teacher effectiveness and concerns about evaluating teachers based on student test scores. It advocates for comprehensive evaluation systems and investing in high-quality teacher preparation, mentoring, professional learning and performance assessments.
This document summarizes research on targeted professional development for teachers. It describes a partnership approach to professional development that is guided by a knowledge integration perspective. The professional development is iterative and involves essential preparation before curriculum enactment, mentored support during enactment, and opportunities for reflection. Data from 2004-2007 showed that most teachers received typical support of 3-4 days in the classroom from researchers, and that additional support was associated with fewer reported obstacles by teachers. The professional development model is being extended to involve and educate principals as instructional leaders in the technology-enhanced science reform.
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2015 senate youth information webinar for student's, counselors, and parents ...Michelle McLaughlin
This document provides information about North Carolina's Senate Youth Program application and selection process. Two high school students from North Carolina will be selected to serve as delegates in Washington D.C. in March. The application process involves submitting an essay and digital presentation by October 4th. Students will then participate in a first round of review, followed by an interview and exam if selected as a top applicant. The document answers common questions about eligibility, required materials, the essay prompt, and expectations for the digital presentation and application process.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Liberal Approach to the Study of Indian Politics.pdf
Introduction to aligning classroom assessments
1. V i r tual L essons W i th A she County School s
M ovi ng T owar d Compl ete A l i gnment I n Soci al Studi es
Under standi ng H ow T o A ppl y R evi sed B l oom’s T axonomy
2. Today’s Presentation Will Assist Participants With:
Understanding how to use
the Revised Bloom’s
Taxonomy (RBT) to align
classroom instruction and
assessment to the new
social studies essential
standards.
2
4. Pre-Assessment
Question # 1
How should you use Answer
the table below in The RBT Taxonomy Table
should be used to help
instruction and determine the learning
assessment? experiences and
assessment tasks for
which you ask students to
participate.
06/19/12 • page 4
5. Pre-Assessment
Question #2
True or False? The assessment
below is aligned to the clarifying
objective. Answer
CO: Summarize the change in cultures,
everyday life, and status of indigenous False
An Appropriate Assessment:
American Indian groups in North Carolina
before and after European exploration. Have the student read a passage
that describes changes in American
Assessment: Indians’ culture and lives.
The lives of American Indians
were changed when Europeans Read the passage above and write a
came to the New World . Tell few sentences describing how life
changed for American Indians as a
how farming, hunting and
result of European exploration of the
everyday life within their tribes New World.
changed for the American
Indians.
06/19/12 • page 5
8. Revised Bloom’s Taxonomy (RBT)
Provides a common language for all
curriculum areas by indicating what a
learning or assessment task was
intended to measure
by cognitive type
by type of knowledge
Provides a framework that may “help
teachers plan and deliver appropriate
instruction, design valid assessment
tasks and strategies, and ensure that
instruction and assessment are aligned
with the objectives.” (p.xxii)
9. The Alignment Question
How does one ensure that objectives,
instruction and assessment are
consistent with one another?
?
?
?
10. The Structure of Curriculum
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Students
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ify
As
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Learning Experiences/Performance Tasks
Materials and Equipment
Image of students with globe. Image no. 3Q1675 Photo by Will & Deni McIntyre
11. The Importance of Alignment
“Alignment is an even stronger predictor of student
achievement on standardized tests than are
socioeconomic status, gender, race, and teacher effect.”
~ Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989
12. Content Alignment
“Does the teacher teach and
assess the factual, conceptual, and
procedural knowledge outlined in
the curriculum?”
What is Written…
What is Taught…
What is Tested…
13. Cognitive Type Alignment
“Do the students get to work and
think at the level the curriculum
prescribes?”
14. Context Alignment
“Are the parameters of the assessment
reasonably similar to the parameters of
the instruction?”
15. Learning occurs best when there is a purposeful
process that creates complete alignment.
16. Let’s Perform A Quick Activity
Directions: Thirteen Original Colonies
2.Virginia
3.Rhode Island
4.Georgia
By yourself, classify the 13 original 5.New York
6.Delaware
7.New Jersey
colonies according to which were 8.North Carolina
9.South Carolina
New England, Middle or 10.Pennsylvania
11.Massachusetts
12.New Hampshire
Southern. (2 minutes ) 13.Maryland
14.Connecticut
17. Now, Let’s Assess
Directions:
Using the map place the 13 colonies with their correct alphabet and
indicate numerically the chronological order each was established from
1 to 13. (2 minutes )
21. Remember
Retrieving 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.
It is used in more complex tasks.
22. Recall Or Recognition?
Question
What is the effect if the teacher does not clarify the
differences between RECOGNIZE and RECALL when
preparing an assessment?
Answer
The assessment will be
misaligned with the objective and possibly
instruction.
http://www.youtube.com/watch?v=o1RjI7G8rFw&feature=related
23. The line of demarcation among the
6 cognitive categories is REMEMBER
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.
24. Understand
Constructing meaning from instructional messages,
including oral, written and graphic communication
Cognitive Processes:
2.1 Interpreting Understand cognitive processes are the most
2.2 Exemplifying represented in state standards
2.3 Classifying More cognitive processes are associated with
2.4 Summarizing this category than any other category
2.5 Inferring
2.6 Comparing The learner grasps the meaning of information
by interpreting and translating what has been
2.7 Explaining
learned.
25. An Assessment Example
Cognitive Clarifying Objective Example
Processes Assessment
Summarize CE.PFL.2.2 Read the following article:
http://topics.nytimes.com/top/reference/times
Summarize various types
of fraudulent solicitation
and business practices. or
Watch the following clip:
http://www.youtube.com/watch?v=SsSGZez
Summarize in three
sentences or less the
fraudulent business practice
described in either the
article or video clip.
26. An Assessment Example
Cognitive Clarifying Objective Example
Processes Assessment
Explain WH.6.1 Construct a cause and
Explain how new ideas effect graphic organizer
and theories of the explaining how a scientific
or enlightened thinker’s
universe altered political
ideas impacted political,
thought and affected economic, or social
economic and social conditions in 17TH & 18TH
conditions. century America.
27. Analyze
Break 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 [Identifying the elements of a
communication or situation and recognizing how they fit
together in a coherent structure. The student builds
systematic and coherent connections among pieces of
presented information.]
4.3 Attributing [the underlying purpose or
perspective – reading between the lines.]
28. Examples of Assessing Analyze
Cognitive Example Example
Processes Of Learning Objective Assessment
Analyze
The student will Circle the main points in
Differentiating distinguish the major an archeological report
and minor points in on an ancient Mayan city.
research reports.
Organizing Write an outline that shows which
The student will structure a facts, in the book Ancient Maya:
The Rise and Fall of a Rainforest
historical description into Civilization, support and which
facts do not support the
evidence for and against a
conclusion that the decline of the
particular explanation. civilization was caused by
influences of the Europeans.
Attributing Determine if a report on the
The student will determine
decline of the Mayan rainforest
the point of view of the was written from a pro-
environmental or pro-economic
author of an essay on a point of view.
controversial topic.
29. Evaluate
Make judgments based on criteria and standards.
Cognitive Processes:
5.1 Checking [testing for
internal consistencies or fallacies
in an operation or product –
check as you go along]
5.2 Critiquing [judging a product
or operation based on externally
imposed criteria and standards.]
30. Examples of Assessing Evaluate
Cognitive Example Example
Processes Of Learning Objective Assessment
Evaluate
Checking The student will check Watch a television
for internal advertisement for a
inconsistencies in political candidate and
persuasive messages. point out any logical flaws
in the persuasive
message.
Critiquing The student will judge
Evaluate key points in a
the merits of a product,
effect or occurrence political candidate’s
based on specified or
agreed upon criteria speech in terms of the
and standards.
potential impact each point
may have on citizens.
31. When you combine the verbs (cognitive processes) with the
nouns (knowledge) you end up with a two-
dimensional table.
33. Analyze colonization in terms of the desire for
access to resources and markets as well as the
consequences on indigenous cultures,
population, and environment .
33
35. Your Turn To Practice
Directions:
2.Working with a group or a partner, determine where the clarifying
objective you are working with lies on the Taxonomy Table.
3.With your group or partner come up with a classroom assessment
for the clarifying objective.
(5 minutes )
Choose to work with either the middle or high school objective.
Middle School
6.H.2.1 Explain how invasions, conquests, and migrations affected various
civilizations, societies and regions (e.g. Mongol invasion, The Crusades, the
Peopling of the Americas and Alexander the Great).
High School
WH.5.2 Explain the causes and effects of exploration and expansion.
06/19/12 • page 35
36. Some Conclusions About RBT
To solve shared problems in instruction
and assessment, we need a shared
system of classification (an agreed upon
taxonomy).
That shared taxonomy provides a common
way to ensure that instruction and
assessment are aligned with the objectives
and a common language to talk about
RBT is our shared
them.
taxonomy!
Without a shared taxonomy, learning,
instruction and assessment have the
potential to be all over the place.
Say: Currently, there is a disconnect between the cognitive rigor of the content standards that students are to be learning, the cognitive rigor of the actual work students are doing and the cognitive rigor of the summative assessment. The revised taxonomy is a two dimensional system that identifies both the structure of knowledge and the cognitive processes students are expected to demonstrate. With RBT, teachers and administrators are assured of an increased alignment of instruction, assessment and state standards. Say: Our first session today is an effort to clarify the Revised Bloom’s Taxonomy and provide you with enough guidance that you may continue this journey of exploring the taxonomy once this training is over. Our work today, or over the next few days, is not enough to make you an expert in the use of Revised Bloom’s Taxonomy. We will begin that journey today but each of you must chart your own course and set your own pace to mastery.
Making sure that everyone is on the same page is the point.
Say: A major difference between the 2006and 2010 standards is the presence of only one verb. Only 25 verbs will be used in the revised Essential Standards . This will greatly enhance the likeliness of alignment. 6 verbs serve as Categories and the remaining 19 serve as cognitive processes that may be classified in the 6 categories. Other verbs will be incorporated into the standards at the instruction level during differentiation.