Using Project-Based Learning and Standards-Based Education
June 27, 9 – 10am, Room: Knox
21st century learning prepares students for postsecondary work and educational opportunities. The Alternative Education Academy used the Race to the Top framework to transform its school from a traditional stand-and-deliver model to a true standards-based, project-based learning model. Intensive professional development, involvement of all stakeholders, and a robust content-management system were critical to the success of this initiative. Come learn how to prepare students for life after high school.
Main Presenter: Margaret Ford, Alternative Education Academy
Co-Presenter(s): Tim Spencer, Alternative Education Academy
Teaching Strategies, Approaches and Methods Under DepEd K-12 CurriculumDepEd
Teaching Strategies, Approaches and Methods Under DepEd K-12 Curriculum. Here are the basis of Deped on what the teachers will use in teaching strategies.Check out my youtube channel at www.youtube.com/TitserEnzymeTV and looking for sponsorship at my teaching.
Teaching Strategies, Approaches and Methods Under DepEd K-12 CurriculumDepEd
Teaching Strategies, Approaches and Methods Under DepEd K-12 Curriculum. Here are the basis of Deped on what the teachers will use in teaching strategies.Check out my youtube channel at www.youtube.com/TitserEnzymeTV and looking for sponsorship at my teaching.
A classroom based on students can be less static or organized, less concerned about past teaching methods and drilling = academics, and more oriented on preparing students in an ever-changing environment for learning. Usually, students and teachers discuss together what to learn, and how to better accomplish this.
A classroom based on students can be less static or organized, less concerned about past teaching methods and drilling = academics, and more oriented on preparing students in an ever-changing environment for learning. Usually, students and teachers discuss together what to learn, and how to better accomplish this.
Bloom’s Taxonomy and higher-order thinking
Take a walk down memory lane
Investigate the Revised Taxonomy
New terms
New emphasis
Explore each of the six levels
See how questioning plays an important role within the framework (oral language)
Use the taxonomy to plan a unit
Look at an integrated approach
Begin planning a unit with a SMART Blooms Planning Matrix
Reflecting On Assessment A Tale Of Hope And Ideals 2010John McCarthy
Eliminating Grade Fog
How do we know what students know or don't know? If the primary purpose of grades is giving academic data on a student's learning progress. The challenge is to use a grading process that tells a clear picture of learning, unfogged by non-academic factors.
http://wb4all.blogspot.com
This presentation has/will be used with K-12 Math teachers to explore the concept of Depth of Knowledge in order to apply this information to resources and assessments in order to insure there is an appropriate level of DOK in our courses.
Are You Ready for Common Core State Standards for Math?ETA hand2mind
By the admission of many educators, the Common Core State Standards for Mathematical Practice can be difficult to understand. What do you need to do as an educator to help your students achieve or attain standards-level proficiency?
Priestley Purpose Reading RubricStudent Name ____.docxChantellPantoja184
Priestley Purpose Reading Rubric
Student Name: ________________________________________
CATEGORY
3
2
1
0
Purpose
Provides insightful purpose questions or points (2 total)
Provides basic purpose points or questions (1 total).
Does not provide useful purpose points or questions(1 or fewer)
N/A
Connections
Connections consistently stays focused on highlighted points and provides a specific link to other topics.
Connections stays focused on highlighted points and provides a link to other topics most of the time.
Connections do not stay focused on highlighted points and do not provide a link to other topics most of the time.
N/A
Comprehension
Comprehension is very evident throughout reading as evidence by a valid highlighted items, connections, and summarization.
Comprehension is evident throughout reading as evidence by highlighted items, connections, and summarization.
Comprehension is not evident throughout reading. Lack of highlighted items, connections, and summarization.
N/A
Highlighting/
Content
Students accurately highlighted items pertaining to their purpose points and readings main ideas.
Students demonstrate basic highlighted items pertaining to their purpose points and readings main ideas.
Students demonstrate a lack of highlighted items pertaining to their purpose points and readings main ideas.
N/A
Summarization/
Position/
Thesis
Student develops a well reasoned and analytical summary statement that includes a variety of focused adj.,examples from reading, and inferences.
Student develops a basic summary statement that includes some focused adj.,examples from reading, and inferences.
Student develops a summary statement that does not include some focused adj.,examples from reading, and inferences.
N/A
Priestley reading/note taking organizer
Title/Purpose Points (3 Points)
Topics
Content/Vocabulary (6 Points)
Connection (3 Points)
Summary/Thesis(3 Points)
Purpose Reading Steps
History
Step 1
Preview: Identify Author, titles, topics, sub-topics, and visuals. Think about the possible argument or information within the reading and think topically (PERSIA).
Purpose: Develop at least 2 detailed questions or statements that will identify what content/argument you are to get from the reading. Write at the beginning of article.
Step 2
Purpose Read: While reading underline and highlight content or statements that answer your purpose points.
Your should use 2 highlighters and color code based upon which purpose point it is connected to.
Monitor: As you read, notice how content and analysis is being used by the author. You should be evaluative.
You may have to adjust your purpose points as well.
Step 3
Connect
In the margins, you are to write down any similarities to the content you have read.
These similarities should be things you have learned in the past or things you have experienced.
Step 4
Thesis (What is your/authors claim for the reading?)
Should .
Transitioning to New Standards Using Formative Instructional Practicesohedconnectforsuccess
June 27, 10:15– 11:30am, Room: Franklin C
Formative instructional practices give educators a roadmap for how the new state standards can be taught to increase student success. Find out more about how these practices can help teachers and leaders ensure a smooth transition to the new state standards and assessment system. Learn about FIP Your School™ Ohio, the Ohio Department of Education’s effort to support and advance the use of proven formative instructional practices that accelerate student learning.
Main Presenter: Virginia Ressa, Ohio Department of Education
June 27
3:15 – 4:15pm
Room: Knox
Bellefontaine City Schools changed its thinking on co-teaching at the district and building levels. Hear about their story and lessons learned and get information you can take back to your district and school to encourage and support co-teaching partners.
Main Presenter: Karen Scott, Bellefontaine City Schools
Co-Presenter(s): Shanel Henry, Bellefontaine Middle School
Purposeful Community and Change Leadership for the 21st Century -Handout #11 ...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #10 ...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #9 e...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #8 p...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #6 s...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #5 c...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #3 p...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #2 s...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Purposeful Community and Change Leadership for the 21st Century -Handout #1 p...ohedconnectforsuccess
June 29, 10:30am – noon, Room: Union A
Purposeful Community touches all aspects of the learning process. The four components of Purposeful Community will be explored in relation to increasing student achievement and growth. Participants will learn about the phases of the change-leadership process in the Ohio Appalachian Collaborative (called Enhancing Leadership Quality for Collaborative Action Impact). A mindset-management approach to leadership and delivery models will be shared, which will assist participants in creating a plan for Purposeful Community and Change Leadership in their own school or district.
Main Presenter: Mark Glasbrenner, Battelle for Kids
Co-Presenter(s): Barb Hansen, Battelle for Kids
Leading Formative Instructional Practices -Leadership conference handoutsohedconnectforsuccess
June 27, 9 – 10am, Room: Franklin C
This session will discuss how leaders can help transform their school culture and help educators become more effective by leading and supporting the use of formative instructional practices. Explore the roles of teachers, leaders, coaches, and students in a formative learning system. Learn what it looks like when all school stakeholders use the core components of formative instructional practices successfully.
Main Presenter: Kathy Sturges, Hamilton County Education Service Center
Co-Presenter(s): Michelle Clapsaddle, Hamilton County Education Service Center; Virginia Ressa, Ohio Department of Education
Leading Learning Through Teacher-Based Teams -Olac online learning tools broc...ohedconnectforsuccess
June 29, 10:45am – noon, Room: Fairfield
This session will focus on the importance of leading Teacher-Based Teams (TBTs). Presenters will discuss new 2012 research on the critical roles and responsibilities that everyone (teachers, principals, coaches, central office and superintendents) must engage in if TBTs are to be successful, including the need for “learning leaders” and the necessary changes in the way that central offices supports this kind of learning leadership.
Main Presenter: Brian McNulty, The Leadership and Learning Center
June 29, 10:45am – noon, Room: Fairfield
This session will focus on the importance of leading Teacher-Based Teams (TBTs). Presenters will discuss new 2012 research on the critical roles and responsibilities that everyone (teachers, principals, coaches, central office and superintendents) must engage in if TBTs are to be successful, including the need for “learning leaders” and the necessary changes in the way that central offices supports this kind of learning leadership.
Main Presenter: Brian McNulty, The Leadership and Learning Center
Using Project-Based Learning and Standards-Based Education - Project planning...ohedconnectforsuccess
June 27, 9 – 10am, Room: Knox
21st century learning prepares students for postsecondary work and educational opportunities. The Alternative Education Academy used the Race to the Top framework to transform its school from a traditional stand-and-deliver model to a true standards-based, project-based learning model. Intensive professional development, involvement of all stakeholders, and a robust content-management system were critical to the success of this initiative. Come learn how to prepare students for life after high school.
Main Presenter: Margaret Ford, Alternative Education Academy
Co-Presenter(s): Tim Spencer, Alternative Education Academy
June 28, 10:15 – 11:30am, Room: Delaware C&D
Assessment experts have taught us the power of Assessment for Learning: Assessment that advances student learning rather than simply evaluating it. To make the shift to Assessment for Learning, teachers need practical, proven, ready-to-use assessment techniques. Participants in this session will explore classroom-tested, research-based tools for assessment that can immediately be put into practice. Participants will also develop an appreciation of the interaction between instruction and assessment, the two most critical factors influencing student achievement.
Main Presenter: Harvey Silver, Silver Strong and Associates
Teacher Effectiveness: Fulfilling the Promise of the Common Core State Standa...ohedconnectforsuccess
June 28
1:45 – 4:15pm
Room: Delaware C&D
Explore the Thoughtful Classroom Teacher Effectiveness Framework—a practical framework, aligned with the Common Core State Standards, for evaluating the effectiveness of classroom practice. Participants will learn how the framework helps teachers design standards-based lessons and units and select research-based strategies to ensure classroom lessons are effective and engaging. Participants will hear how one school district implemented a thoughtful evaluation process using this framework.
Main Presenter: Harvey Silver, Silver Strong and Associates
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Survey of Techniques for Maximizing LLM Performance.pptx
Using Project-Based Learning and Standards-Based Education
1. +Transitioning to the
common core using
PBL and SBE to
prepare our
students for life
after high school.
Maggie Ford and Tim Spencer
Alternative Education Academy
5. +
Strand: Physical Science
Measurement Topic: Structure and Properties of Matter (.08)
SC.06.08.01.01
Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as…
Investigating the properties of gravity
Strand Measurement
Broad category of Score 3.5 In addition to Score 3.0 performance, in-depth inferences and applications with partial success.
learning
Topic
Score 3.0 While engaged in tasks structure and properties of matter, the student... More specific category
Compares and contrasts mass and weight
The student exhibits no major errors or omissions. of learning within
strand
Performance Score 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more
complex ideas and processes.
Level Score 2.0 While engaged in tasks structure and properties of matter, the student...
Identifies that mass is determined by the amount of matter in an object
Identifies that weight is determined by the amount of gravitational pull on an object
Relates specific terminology...
Score 3.0
Learning o mass The content or skills
Targets o matter
that are explicitly
o weight
The Score 3.0 bullet is o volume taught
designated the o density
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Learning Target. The
LT defines
proficiency.
Score 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more
complex ideas and procedures. Score 2.0
Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complexSimpler
ideas and or foundational
processes.
skills or knowledge
Score 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex
ideas and processes. at a lower
Score 0.0 Even with help, no understanding or skill demonstrated. taxonomic level
6. +
The Scale
4 In addition to exhibiting level-3 performance, in depth inferences and
applications that go BEYOND what was taught in class
3 No major errors or omissions regarding any of the information and/or
processes (SIMPLE or COMPLEX) that were explicitly taught
2 No major errors or omissions regarding the SIMPLER details and
processes BUT major errors or omissions regarding the more complex
ideas and processes
1 With HELP, a partial knowledge of some of the simpler and complex
details and processes
0 Even with help, no understanding or skill demonstrated
7. Learning Goals vs. Learning Tasks
Score 3.0 Learning Targets are written in the form of learning
goals, not learning tasks or activities
Learning goals specify the content or skills that the student is
expected to know or do
Learning tasks or activities are the classroom activities that a
student does in order to accomplish or be assessed on the
learning goal.
Examples
Goal Task of activity
The student demonstrates The student creates a map showing
knowledge of the division of the the states that formed the
country during the Civil War Confederacy and those that stayed
in the United States
8. +
Measurability
3.0 Learning Targets must be measurable
Measurable:
Observable or Quantifiable
Makes predictions about reading
The teacher can observe a student doing this
Performs 10 push-ups with proper form
The teacher can count the number of pushup and observe proper form
Not Measurable
The student enjoys independent reading
9. +
Limit the number of 3.0 Learning
Targets!
Research suggest that there should be no more than 3-4
Learning Targets per topic
Why? More than 3 or 4 become impossible to assess and assess
well at the same time
Teachers can only keep records of 3-4 things at any given time
Note: A Scoring Guide will be developed for each Learning Target
10. Specificity of Learning Targets
Learning targets must be written so that a teacher, unfamiliar with the process
and unfamiliar with the curriculum, can assess a student
Avoid terms that can’t be easily defined or allow for subjective interpretation
Terms can be defined within the learning target
Examples can also be used to provide specificity
Example
Non-Specific Specific
Monitors own reading for Employs self-monitoring strategies while
comprehension reading (e.g., predicting, confirming,
rereading)
11. +
Taxonomic Foundations
Score 2.0’s generally fall into
Level 1 - Retrieval
Score 3.0’s generally fall into
Level 2 - Comprehension
Level 3 - Analysis
Score 4.0’s generally fall into
Level 3 – Analysis
Level 4 – Knowledge Utilization
These ARE NOT hard fast rules!
All of this depends on the skill and knowledge being assessed; and the grade
level of the student!
12. +
Taxonomic Foundations of 3.0
3.0’s are typically written in the Comprehension
and Analysis taxonomic level
The lowest grade levels may have retrieval level
elements
13. + Operation Definition Example
activity
Level 2 -
Comprehension Symbolizing Depicting Diagram the
the critical structure of the
aspects of 3 branches of
Symbolizing knowledge the U.S.
o Construct symbolic in a pictorial government
representation of information or symbolic
form
Integrating
Integrating Identifying Summarize the
o Identify basic structure of the critical main causes of
information
or essential the Civil War
elements of
knowledge
14. + Process Possible Verbs
Level 2 -
•Symbolize •Show
Comprehension Symbolizing
•Depict •Use models
•Represent •Diagram
•Illustrate •Chart
•Draw
Symbolizing
o Construct symbolic
representation of information
Integrating • Describe how or • Explain ways in
why which
• Describe the • Paraphrase
Integrating key parts of • Summarize
o Identify basic structure of • Describe the
information effects
• Describe the
relationship
between
15. +
Procedural Knowledge
Macroprocedures
Highly complex procedures, with many subcomponents
Tactics
Complex procedures, with fewer subcomponents
Algorithms
Procedures with very specific steps and very specific
outcomes
Single rules
One step procedure, one IF-THEN rule
16. +
Declarative Knowledge
Generalizations
Statements for which examples can be provided
Principles
Specific generalizations that deal with relationships between ideas
Time Sequences
Events happened between points in time
Facts
Information about specific persons, places, things
Vocabulary Terms
Understanding the general meaning of a word
17. +
Declarative Knowledge
Declarative knowledge has a hierarchy
Organizing Ideas
Generalizations
Complexity
Principles
Details
Time Sequences
Facts
Vocabulary Terms
18. +
Procedural Knowledge
Procedural knowledge has a hierarchy
Processes
Macroprocedures
Complexity
Skills
Tactics
Algorithms
Single Rules
19. +
Writing 2.0’s
2.0’s are derived from the 3.0’s
They are simpler details and processes
associated with the Score 3.0 learning targets
2.0’s either identify necessary components of
the 3.0 or simpler versions of the 3.0
20. +
Writing 2.0’s
2.0’s use the following stem:
“There are no major errors or omissions
regarding the simpler details and processes as
the student:
recognizes or recalls basic terminology such as:
performs basic processes such as:”
21. +
Terminology
At this step, define the basic vocabulary that
the student needs to know
Complete the Scoring Guide by listing the
vocabulary appropriate to understand the
Score 3.0 content
Not every Scoring Guide has to have
vocabulary
22. +
Basic Processes
2 types of knowledge
Procedural
Knowing how to do something
Declarative
Knowing something
If the Score 3.0 is procedural, than the 2.0 should
be as well
If the Score 3.0 is declarative, then the Score 2.0
is declarative
23. +
Procedural 2.0
When you write procedural 2.0’s, you will move
down the hierarchy from the procedural 3.0
If the 3.0 involves a macroprocedure:
For example: Write a short constructed response
You may move to a lower complexity procedure, like an
algorithm
For example: complete a graphic organizer of a short
constructed response
24. +
Declarative Knowledge
Declarative knowledge has a hierarchy
Organizing Ideas
Generalizations
Principles
Complexity
Details
Time Sequences
Facts
Vocabulary Terms
25. +
Declarative Knowledge
Generalizations
Statements for which examples can be provided
Principles
Specific generalizations that deal with relationships between ideas
Time Sequences
Events happened between points in time
Facts
Information about specific persons, places, things
Vocabulary Terms
Understanding the general meaning of a word
26. +
Declarative 2.0
When you write declarative 2.0’s. you will move
down the hierarchy from your declarative 3.0
If the 3.0 involves a generalization,
For example: Reproduction is a characteristic of all
living organisms
Then the 2.0 will ask for details about that generalization
For example: Recognize or recall accurate information
about reproduction in living organisms (e.g. provide
examples here to keep the statement specific!)
27. +
Taxonomic Foundations of 2.0
Generally, Score 2.0 items will fall into the
Retrieval level
However, it depends on the grade level and
skills or knowledge being assessed
The rule is that the 2.0 is a simpler level or
process than the 3.0
28. +
Operation Definition Example activity
Executing The student can Provide the next
perform procedures number in the
without significant sequence:
Level 1 -Retrieval errors 7,11,14,18,21,___?
Executing
o Perform procedures Recalling The student can Label the diagram of
produce information the cell
Recalling on demand
o Produce info on demand
Recognizing Recognizing The student can Which of the following
determine whether did not land on the
o Determine whether info is
provided moon?
accurate, inaccurate or information is A. Neil Armstrong
unknown accurate, inaccurate B. Buzz Aldrin
or unknown C. Michael Collins
29. +
Level 1 -
Executing
Retrieval Student can perform simple
processes
Math algorithms
Executing Editing tasks
o Perform procedures Lab procedures
Recalling Steps to a dance
o Produce info on demand
But, they do not have a
Recognizing deeper understanding of why
o Determine whether info is they are doing it, only that
accurate, inaccurate or the steps they are
unknown performing are correct
30. + Recalling
Level 1 - The student can produce information on
Retrieval demand
The student can Recall correct
answers when put into context – they
Executing can “fill in the blank”
o Perform procedures
Usually assessed by short answer
Recalling questions like:
o Produce info on demand List
Recognizing Label
o Determine whether info is Name
accurate, inaccurate or Fill in the blank
unknown
32. +The New Taxonomy
(Marzano and Kendall 2008)
Level 6 – Self-System Thinking
Level 5 – Metacognition
Complexity
Level 4 – Knowledge Utilization
Level 3 – Analysis
Level 2 – Comprehension
Level 1 – Retrieval
Only Levels 1-4 are used in the Scoring Guide
33. +
Taxonomic Foundations
Score 2.0’s generally fall into
Level 1 - Retrieval
Score 3.0’s generally fall into
Level 2 - Comprehension
Level 3 - Analysis
Score 4.0’s generally fall into
Level 3 – Analysis
Level 4 – Knowledge Utilization
These ARE NOT hard fast rules!
All of this depends on the skill and knowledge being assessed; and
the grade level of the student!
34. + Operation Definition Example
activity
Level 1 - Executing The student Provide the next
Retrieval can perform number in the
procedures sequence:
without 7,11,14,18,21,___
significant ?
Executing errors
o Perform procedures Recalling The student Label the diagram
Recalling can produce of
information on the cell
o Produce info on demand demand
Recognizing Recognizing The student Which of the
can determine following
o Determine whether info is whether did not land on the
accurate, inaccurate or provided moon?
unknown information is A. Neil Armstrong
accurate, B. Buzz Aldrin
inaccurate or C. Michael Collins
unknown
35. + Level 1 - Recognizing
Retrieval The student can determine whether
information is accurate, inaccurate or
Executing unknown
o Perform procedures
When they see it, they know that it is
Recalling right
o Produce info on demand
The correct answer is present, and
Recognizing the student can Recognize the
o Determine whether info is answer
accurate, inaccurate or
unknown Usually assessed by traditional
forced choice tests (e.g. multiple
choice, true/false, matching)
36. + Process Possible Verbs
Level 1 -
Executing •Use •Make
Retrieval •Demonstrate •Complete
•Show •Draft
Executing •Create
o Perform procedures
Recalling Recalling • Exemplify • Describe
o Produce info on • Name • Who
demand • List • What
• Label • Where
Recognizing • State • When
o Determine whether
info is accurate,
inaccurate or Recognizin • Recognize • Determine if
unknown g • Select (from a true/false
list)
• Identify (from
a list)
37. +
Level 2 -Comprehension
Operation Definition Example Symbolizing
activity
o Construct symbolic
Symbolizing Depicting the Diagram the representation of
critical aspects structure of the 3
information
of knowledge branches of the
in a pictorial or U.S. government
symbolic form
Integrating
Integrating Identifying the Summarize the o Identify basic structure of
critical or main causes of information
essential the Civil War
elements of
knowledge
38. +
Level 2 -Comprehension
Process Possible Verbs Symbolizing
Symbolizing •Symbolize •Show o Construct symbolic
•Depict •Use models
representation of
•Represent •Diagram
information
•Illustrate •Chart
•Draw
Integrating • Describe how or • Explain ways in
why which
Integrating
• Describe the key • Paraphrase
parts of • Summarize o Identify basic
• Describe the structure of
effects information
• Describe the
relationship
between
39. + Operation Definition Example
activity
Level 4 – Investigating Generate a hypothesis
and
Research what might
happen to the polar ice
Knowledge
use the assertions and caps if the temperature of
opinions of others to the earth rose 5 degrees
test the hypothesis
Utilization
Investigating
o Testing hypothesis using the Experimenting Generating and testing Generate and test a
assertions and opinions of others a hypothesis by hypothesis about the growth
conducting an of plants in
Experimenting experiment and various medium
collecting data
o Testing hypothesis using data
collected by the student
Problem Solving
Problem Solving Accomplishing a goal Determine the best
o Using information to accomplish for which obstacles strategy for accomplishing
a goal for which obstacles or exist peace in the world
limiting conditions exist
Decision Making
Decision Making Selecting among Choose the best site for a
o Using information to make a alternatives that new airport from 3
decision initially appear to be alternatives. Explain
equal your decision.
40. + 4–
Level
Process
Investigating
Possible Verbs
Investigate What are the differing
features of
Knowledge Research
Find out about How/Why did this
Utilization Take a position
happen
on What would have
Investigating happened if
o Testing hypothesis using Experimenting Experiment How would you test that
the assertions and Generate and How would you
opinions of others test determine if
Test the idea How can this be
Experimenting
that explained
o Testing hypothesis using
What would Based on the
data collected by the
student happen if experiment, what can
be predicted
Problem Solving Problem Solve Figure out a way to
o Using information to Solving Adapt How would you
accomplish a goal for Develop a overcome
which obstacles or limiting strategy to How will you reach your
conditions exist goal to
Decision Making Decision Decide Which of these is most
Making Select the best suitable
o Using information to make
among What is the best way
a decision
alternatives
41. + Level 5 - Metacognition
Monitoring Accuracy
The student is able to determine how accurate they are
Monitoring Clarity
The student is able to determine how clear their understanding is
Process Monitoring
The student is able to monitor their own progress toward a specific goal
Specifying Goals
The student is able to specify learning goals and develop a plan to
achieve it
42. +
Level 6 – Self-System Thinking
Examining motivation
The students identifies his or her own level of motivation towards learning
Examining Emotional Response
The student identifies his or her own emotional response to the learning
Examining Efficacy
The student identifies beliefs about his or her ability to improve
competence or understanding
Examining Importance
The student identifies how important the learning is and the reasons
behind this belief
43. +
The Purpose of Writing Sample
Tasks
Sample tasks:
Further specify the expectations of each Learning
Target
Provide instructional guidance to the teacher
Suggest ways to assess a Learning Target
Can be used to design formative assessment
Canbe used to construct a common assessment item
bank
44. +
Writing Sample Tasks
Ask yourself some basic questions:
How can a student demonstrate success for this Learning
Target?
What kinds of learning activities or tasks would assess
success in this Learning Target?
What taxonomic operation would be appropriate for this
task at this grade level?
45. Adams County School District 50 Typical Progression Guide – End of Year Levels
+
Traditional
Grade Level PK K 1 2 3 4 5 6 7 8 9 10 11 12
AlGeo
Math Math Math Math Math Math Math Math AlGeo-1 AlGeo 2 AlGeo 3 Math
Math LR + L1 L2 L3 L4 L5 + L6 L7 L8 + L9 L10
Concepts
L12 L13 L14 L15
L11
World American English
Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literature/ Literature/ Language/
Literacy LR + L1 L2 L3 L4 L5 L6 L7 L8 L9 L10 L11 Composition Composition Composition
L12 L13 L14 + L15
Chemistry/ Biology
Environmental
Science Science Science Science Science Science Science Science Biology Chemistry
Science LR L1 L2 L3 L4 + L5 L6 + L7 L8 + L9 L10 + L11 Structures
Science
Physics
L13
L12 L14
World
Social Social Social Social Social Social Social Social Social Government/
Social Studies Geography/ US History
Studies Studies Studies Studies Studies Studies Studies Studies Civics
Studies LR World History L13
L1 L2 L3 L4 L5 L6 + L7 L8 + L9 L10 + L11 L14
L12
Technology Technology Technology Technolo Technolo
Technology L1 L2 + L3 L4 gy L5 gy L6
Technology L7
Visual Arts Visual Arts Visual Art Visual Art Visual Art Visual Arts
Visual Arts LR L1 L2 L3 L4 L5 + L6 + L7
Physical Phys Ed Phys Ed Phys Ed Phys Ed Phys Ed Phys Ed Phys Ed Phys Ed
Education LR L1 L2 L3 L4 + L5 L6 L7 L8
Personal Personal Social Personal Social
Personal Social
Social L1 L2
L3
Performi Performi Performi Band/ Band/ Band/ Band/ Band/ Band/
Performing Performing Arts Performing Arts Orchestra/ Orchestra/ Orchestra/ Orchestra/ Orchestra/ Orchestra/
ng Arts ng Arts ng Arts Choir/Drama Choir/Drama Choir/Drama Choir/Drama Choir/Drama Choir/Drama
Arts LR L3
L1 L2 L4 L5 L6 L7 L8 L9 L10
World French French French French French
Spanish Spanish Spanish Spanish Spanish
Language L1 L2 + L3 L4 L5 L6
Electives
Clarification 1 – This progression chart is meant to provide an approximate correlation between student developmental abilities, estimated time to complete levels, and the number of years students have been enrolled in school.
Clarification 2 – Math, Literacy, and Science are correlated to the skills required for success on the CSAP and Standards-based Assessments.
Clarification 3 – Alignment in remaining content areas are meant to provide waypoints for pacing, not necessarily as indicators of the degree to which a student is functioning at an appropriate developmental level.
Clarification 4 – Post-secondary Performance Levels 15 and 16 are offered in Math, Literacy, Science, and Social Studies for accelerated students.
– boxes indicate minimum proficiency levels for graduation in all content areas.
Last Updated by Learning Services: September 9, 2011