Here is an example of developing performance standards for a topic in language and communication development based on Bloom's New Taxonomy: Topic: Listening comprehension Remembering: The student can recall specific facts and details from an oral text. Understanding: The student can summarize key ideas and events from an oral text in their own words. Applying: The student can follow multi-step oral instructions to complete a task. Analyzing: The student can identify the main idea and supporting details of an oral text and explain how they are related. Evaluating: The student can critique an oral argument by identifying strong and weak points. Creating: The student can synthesize information from multiple oral sources

1. Prepared by:
Ian Amiel RDS Mercado

2. Theory about Memory
• “a memory system is defined in
terms of its brain mechanisms,
the kind of information it
processes, and the principles
of its operation”
– Schacter and Tulving (as cited in Driscoll,
2001)

3. Theory about
INFORMATION PROCESSING
“assumption of a
limited capacity.”-
Broadbent, 1975; Case, 1978

4. The belief in the interaction of new
information with stored information...
• bottom-up system • top-down system

5. The Stage Model
• Traditionally, the most widely used
model of information processing is the
stage theory model, based on the work
of Atkinson and Shiffrin (1968).
–sensory memory
– short-term or working memory
–long-term memory

6. Sensory memory
• Sensory memory represents the initial stage of
stimuli perception. It is associated with the
senses, and there seems to be a separate
section for each type of sensual perception,
each with its own limitations and devices.

7. Attention and automaticity
are the two major influences
on sensory memory, and much
work has been done to
understand the impact of each
on information processing.

8. ATTENTION
• “limitations in our perceptual
processing and response
generation: to attend to one this
is to not attend to others”- Suthers
(1996)

9. AUTOMATICITY
• “When tasks are over learned or
sources of information become
habitual, to the extent that their
attention requirements are minimal,
automaticity has occurred”- Driscoll
(2001)

10. Short-term
Memory
• This stage is often viewed as active or
conscious memory because it is the part
of memory that is being actively
processed while new information is being
taken in.
• 15-30 seconds if other action is not
taken.

11. Long-term memory
• “is that more permanent store
in which information can
reside in a dormant state –
out of mind and unused –
until you fetch it back into
consciousness” –Abbot (2002)

12. In order to incorporate new
information, long-term memory must
be in communication with short-term
memory and must be dynamic

14. Information is sensed, perceived and
attended to
Information is stored for either a brief of extended period
of time depending upon the processes following encoding
Information is brought back at the appropriate
time and reactivate for use on current tasks

15. Cognition is the encoding,
structuring, storing,
retrieving, using, or
otherwise learning
knowledge (Neisser, 1967)

20. The mind is not a vessel to
be filled, but a fire to be
ignited.
(Plutarch)

21. Original Terms New Terms
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
•Creating
•Evaluating
•Analysing
•Applying
•Understanding
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

22. Remembering
The learner is able to recall, restate and
remember learned information.
– Recognising
– Listing
– Describing
– Identifying
– Retrieving
– Naming
– Locating
– Finding

23. Remembering content
• List
• Memorise
• Relate
• Show
• Locate
• Distinguish
• Give example
• Reproduce
• Quote
• Repeat
• Label
• Recall
• Know
• Group
• Read
• Write
• Outline
• Listen
• Group
• Choose
• Recite
• Review
• Quote
• Record
• Match
• Select
• Underline
• Cite
• Sort
Recall or
recognition of
specific
information

24. Classroom Roles for Remembering
Teacher roles
• Directs
• Tells
• Shows
• Examines
• Questions
• Evaluates
Student roles
• Responds
• Absorbs
• Remembers
• Recognises
• Memorises
• Defines
• Describes
• Retells
• Passive recipient

25. Understanding
The learner grasps the meaning of information
by interpreting and translating what has been
learned.
– Interpreting
– Exemplifying
– Summarising
– Inferring
– Paraphrasing
– Classifying
– Comparing
– Explaining

26. Understanding content
• Restate
• Identify
• Discuss
• Retell
• Research
• Annotate
• Translate
• Give examples of
• Paraphrase
• Reorganise
• Associate
• Describe
• Report
• Recognise
• Review
• Observe
• Outline
• Account for
• Interpret
• Give main
idea
• Estimate
• Define
Understanding of
given
information

27. Classroom Roles for Understanding
Teacher roles
• Demonstrates
• Listens
• Questions
• Compares
• Contrasts
• Examines
Student roles
• Explains
• Describes
• Outlines
• Restates
• Translates
• Demonstrates
• Interprets
• Active participant

28. Applying
The learner makes use of information in a context different
from the one in which it was learned.
– Implementing
– Carrying out
– Using
– Executing

29. Applying content
• Translate
• Manipulate
• Exhibit
• Illustrate
• Calculate
• Interpret
• Make
• Practice
• Apply
• Operate
• Interview
• Paint
• Change
• Compute
• Sequence
• Show
• Solve
• Collect
• Demonstrate
• Dramatise
• Construct
• Use
• Adapt
• Draw
Using strategies,
concepts, principles and
theories in new
situations

30. Classroom Roles for Applying
Teacher roles
• Shows
• Facilitates
• Observes
• Evaluates
• Organises
• Questions
Student roles
• Solves problems
• Demonstrates use of
knowledge
• Calculates
• Compiles
• Completes
• Illustrates
• Constructs
• Active recipient

31. Analysing
The learner breaks learned information into its parts to
best understand that information.
– Comparing
– Organising
– Deconstructing
– Attributing
– Outlining
– Finding
– Structuring
– Integrating

32. Analysing content
• Distinguish
• Question
• Appraise
• Experiment
• Inspect
• Examine
• Probe
• Separate
• Inquire
• Arrange
• Investigate
• Sift
• Research
• Calculate
• Criticize
• Compare
• Contrast
• Survey
• Detect
• Group
• Order
• Sequence
• Test
• Debate
• Analyse
• Diagram
• Relate
• Dissect
• Categorise
• Discriminate
Breaking
information down
into its component
elements

33. Classroom Roles for Analysing
Teacher roles
• Probes
• Guides
• Observes
• Evaluates
• Acts as a resource
• Questions
• Organises
• Dissects
Student roles
• Discusses
• Uncovers
• Argues
• Debates
• Thinks deeply
• Tests
• Examines
• Questions
• Calculates
• Investigates
• Inquires
• Active participant

34. Evaluating
The learner makes decisions based on in-depth
reflection, criticism and assessment.
– Checking
– Hypothesising
– Critiquing
– Experimenting
– Judging
– Testing
– Detecting
– Monitoring

35. Evaluating content
• Judge
• Rate
• Validate
• Predict
• Assess
• Score
• Revise
• Infer
• Determine
• Prioritise
• Tell why
• Compare
• Evaluate
• Defend
• Select
• Measure
• Choose
• Conclude
• Deduce
• Debate
• Justify
• Recommend
• Discriminate
• Appraise
• Value
• Probe
• Argue
• Decide
• Criticise
• Rank
• Reject

36. Classroom Roles for Evaluating
Teacher roles
• Clarifies
• Accepts
• Guides
Student roles
• Judges
• Disputes
• Compares
• Critiques
• Questions
• Argues
• Assesses
• Decides
• Selects
• Justifies
• Active participant

37. Creating
The learner creates new ideas and information
using what has been previously learned.
– Designing
– Constructing
– Planning
– Producing
– Inventing
– Devising
– Making

38. Creating content
• Compose
• Assemble
• Organise
• Invent
• Compile
• Forecast
• Devise
• Propose
• Construct
• Plan
• Prepare
• Develop
• Originate
• Imagine
• Generate
• Formulate
• Improve
• Act
• Predict
• Produce
• Blend
• Set up
• Devise
• Concoct
• Compile
Putting together ideas or
elements to develop a
original idea or engage
in creative thinking.

39. Classroom Roles for Creating
Teacher roles
• Facilitates
• Extends
• Reflects
• Analyses
• Evaluates
Student roles
• Designs
• Formulates
• Plans
• Takes risks
• Modifies
• Creates
• Proposes
• Active participant

40. A good teacher makes you
think even when you don’t
want to.
(Fisher, 1998, Teaching Thinking)

41. Questions for Remembering
• What happened after...?
• How many...?
• What is...?
• Who was it that...?
• Can you name ...?
• Find the definition of…
• Describe what happened after…
• Who spoke to...?
• Which is true or false...?

42. Questions for Understanding
• Can you explain why…?
• Can you write in your own words?
• How would you explain…?
• Can you write a brief outline...?
• What do you think could have happened next...?
• Who do you think...?
• What was the main idea...?
• Can you clarify…?
• Can you illustrate…?
• Does everyone act in the way that …….. does?

43. Questions for Applying
• Do you know of another instance where…?
• Can you group by characteristics such as…?
• Which factors would you change if…?
• What questions would you ask of…?
• From the information given, can you develop a
set of instructions about…?

44. Question for Analysing
• Which events could not have happened?
• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
• Why did...changes occur?
• Can you explain what must have happened when...?
• What are some or the problems of...?
• Can you distinguish between...?
• What were some of the motives behind..?
• What was the turning point?
• What was the problem with...?

45. Questions for Evaluating
• Is there a better solution to...?
• Judge the value of... What do you think about...?
• Can you defend your position about...?
• Do you think...is a good or bad thing?
• How would you have handled...?
• What changes to.. would you recommend?
• Do you believe...? How would you feel if. ..?
• How effective are. ..?
• What are the consequences..?
• What influence will....have on our lives?
• What are the pros and cons of....?
• Why is ....of value?
• What are the alternatives?
• Who will gain & who will loose?

46. Questions for Creating
• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would you deal
with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...?

47. EXCERCISE
1
• Think of a topic in Language and Communication
Development and literacy (Listening, Reading, Speaking or
writing)
2
• Develop performance standards that manifests
Bloom’s New Taxonomy (RUAAEC)
• Label each (what topic? And it’s performance
standards and what level in Bloom’s Taxonomy it
belongs to?