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Developing Essential (Power) Standards With Rbt

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J
Jerrie Brown

The document discusses the development of essential standards in North Carolina using Bloom's Revised Taxonomy. It outlines criteria for identifying priority standards and describes how standards can be written as objectives using verbs to specify cognitive processes. Tables show how standards have been organized based on knowledge dimensions and cognitive process levels to ensure emphasis on higher-order thinking.

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Developing Essential (Power) Standards in North Carolina: Using the Revised Bloom’s Taxonomy (RBT) Staff Presentation, December 18, 2008 Jerrie W. Brown, Content Lead for Social Studies Assessments North Carolina State University Center for Urban & Community Services Technical Outreach for Public Schools (TOPS)
SBE Mandates ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],J. Brown, NCSU, 2008
Essential Standards ,[object Object],[object Object],[object Object],[object Object],[object Object],J. Brown, NCSU, 2008
Why objectives? ,[object Object],[object Object],(Lorin W. Anderson, 2008)
In education, objectives help us ,[object Object],[object Object],[object Object],[object Object],(Lorin W. Anderson, 2008)
All objectives have a common format! Subject Verb Object S V O Subject Verb Object S V O (Lorin W. Anderson, 2008)
In education, the SUBJECT of a statement of objectives is the student or the learner. ,[object Object],[object Object],[object Object],[object Object],(Lorin W. Anderson, 2008)
This is NOT an objective! ,[object Object],(Lorin W. Anderson, 2008)
The OBJECT of the statement of objectives is derived most often from the course content. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],1. The study of the metrical structure of verse. 2. A particular system of versification. (Lorin W. Anderson, 2008)
Having considered the SUBJECT and the OBJECT, that leaves us with the VERB. In simplest terms, the VERB connects the student to the content. (Lorin W. Anderson, 2008)
Connecting students to content ,[object Object],[object Object],[object Object],(Lorin W. Anderson, 2008)
From 1996 – 2001, I [Anderson] worked with 7 educators to rework a very famous classification system for objectives developed by Benjamin Bloom and his colleagues more than a half-century ago. Known as Bloom’s Taxonomy, this system contains six categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. (Lorin W. Anderson, 2008)
Based on developments in cognitive psychology and research on teaching and learning, we changed the category labels from nouns to verbs. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],(Lorin W. Anderson, 2008)
By inserting one of these verbs into the VERB space, we can get the following. ,[object Object],[object Object],[object Object],(Lorin W. Anderson, 2008)
[object Object],[object Object],[object Object],Why is the verb important? (Lorin W. Anderson, 2008)
In today’s world, learning is too important to be “hit or miss.” ,[object Object],[object Object],[object Object],(Lorin W. Anderson, 2008)
And so we return to our two choices ,[object Object],[object Object],(Lorin W. Anderson, 2008)
How will North Carolina choose?
On Student-Centered Learning Outcomes: If there was just one thing you would want your students to learn from your course, what would that be? This single question is the basis for identifying student-centered learning outcomes. Learning outcomes describe the measurable skills, abilities, knowledge or values that students should be able to do or demonstrate as a result of completing a program of study, a course or lesson. Dr. Lorin W. Anderson , Carolina Distinguished Professor Emeritus, University of South Carolina August 28, 2008
A Starter Set of the Rules ,[object Object],[object Object],[object Object],[object Object],(Lorin W. Anderson, 2008)
Starter Set, page 2 ,[object Object],[object Object],(Lorin W. Anderson, 2008)
Develop Curriculum Maps ,[object Object],[object Object],[object Object],[object Object]
Cognitive Transition ,[object Object],[object Object],J. Brown, NCSU, 2008 New – Two Dimensions Cognitive Processes and Knowledge Types (Anderson, 2001) 6. Create 5. Evaluate 4. Analyze 3. Apply 2. Understand 1. Remember 7. Evaluating 6. Integrating 5. Generating 4. Analyzing 3. Applying 2. Organizing 1. Knowing A. Factual B. Conceptual C. Procedural D. Meta-Cognitive
Revised Bloom’s Taxonomy (RBT) Table for Civics and Economics, 2009 J. Brown, NCSU, 2008 Adapted from Anderson, Lorin W. and David R. Krathwohl, et al., (2001). Knowledge Dimension (Lower Order = 0% ) Cognitive Process Dimension (Higher Order = 0% ) 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual Knowledge (0%) B. Conceptual Knowledge (0%) C. Procedural Knowledge (0%) D. Meta- Cognitive Knowledge (0%)
Hybrid Anderson/Bloom/Marzano Taxonomy Table for Civics and Economics, 2003 J. Brown, NCSU, 2008 Adapted from works by Robert Marzano, et al., (1988) and Anderson, Lorin W. and David R. Krathwohl, et al., (2001). Knowledge Dimension (Lower Order = 28% ) Levels of Thinking and Reasoning (Higher Order = 72% ) 1. Knowing 2. Organizing 3. Applying 4. Analyzing 5. Generating 6. Integrating 7. Evaluating A. Factual Knowledge (4%) 6.04 1.03, 4.03 B. Conceptual Knowledge (58%) 2.01, 2.07 3.01, 3.07 5.02, 6.02 1.06, 1.08 7.03, 7.06 8.01 8.04, 10.04 1.01, 1.02 2.06, 2.08 3.04, 3.05 3.08, 4.01 4.05, 4.06 4.07, 7.01 8.07, 9.02 9.08, 10.05 2.05 1.04, 2.02, 2.03, 3.02 3.03, 8.05 8.06, 10.01 9.06 1.05, 1.07 8.08, 9.04 10.02, 10.03 C. Procedural Knowledge (38%) 6.03, 9.01 6.07 4.04, 4.08 4.09, 6.01 10.06 2.04, 2.09 3.06, 3.09 4.02, 5.03 5.06, 6.06 7.04, 8.02 8.09, 9.07 5.05, 7.02 7.05, 8.03 9.03, 9.05 6.05 5.01, 5.04 6.08 D. Meta- Cognitive Knowledge
Hybrid Anderson/Bloom/Marzano Taxonomy Table for United States History, 2003 J. Brown, NCSU, 2008 Adapted from works by Robert Marzano, et al., (1988) and Anderson, Lorin W. and David R. Krathwohl, et al., (2001). Knowledge Dimension Lower Order = 13% ) Levels of Thinking and Reasoning (Higher Order = 87% ) 1. Knowing 2. Organizing 3. Applying 4. Analyzing 5. Generating 6. Integrating 7. Evaluating A. Factual Knowledge (11%) 6.02 2.03 6.01, 6.03 9.04 7.01 B. Conceptual Knowledge (80%) 1.01, 2.05 3.03 4.01 3.01 1.02, 2.02 3.02, 3.04 4.03, 5.04 7.04, 8.01 8.02, 9.02 9.03, 10.02 10.03, 11.01 11.04, 11.05 10.01, 10.04 12.01 1.03, 2.04 2.06, 3.05 4.02, 4.04 5.03, 7.03 8.03, 9.05 10.05, 11.02 11.03, 11.06 12.02, 12.03 12.04, 12.05 12.06 C. Procedural Knowledge (9%) 2.01, 7.02 5.02, 9.01 5.01 D. Meta- Cognitive Knowledge
NC Social Studies 2003
Further Information: J. Brown, NCSU, 2008 Mr. Jerrie W. Brown North Carolina State University Center for Urban and Community Services Technical Outreach for Public Schools 1500 Blue Ridge Road Raleigh, N. Carolina 27609 Tel: (919) 515-1125 Email: [email_address]

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Developing Essential (Power) Standards With Rbt

  • 1. Developing Essential (Power) Standards in North Carolina: Using the Revised Bloom’s Taxonomy (RBT) Staff Presentation, December 18, 2008 Jerrie W. Brown, Content Lead for Social Studies Assessments North Carolina State University Center for Urban & Community Services Technical Outreach for Public Schools (TOPS)
  • 2.
  • 3.
  • 4.
  • 5.
  • 6. All objectives have a common format! Subject Verb Object S V O Subject Verb Object S V O (Lorin W. Anderson, 2008)
  • 7.
  • 8.
  • 9.
  • 10. Having considered the SUBJECT and the OBJECT, that leaves us with the VERB. In simplest terms, the VERB connects the student to the content. (Lorin W. Anderson, 2008)
  • 11.
  • 12. From 1996 – 2001, I [Anderson] worked with 7 educators to rework a very famous classification system for objectives developed by Benjamin Bloom and his colleagues more than a half-century ago. Known as Bloom’s Taxonomy, this system contains six categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. (Lorin W. Anderson, 2008)
  • 13.
  • 14.
  • 15.
  • 16.
  • 17.
  • 18. How will North Carolina choose?
  • 19. On Student-Centered Learning Outcomes: If there was just one thing you would want your students to learn from your course, what would that be? This single question is the basis for identifying student-centered learning outcomes. Learning outcomes describe the measurable skills, abilities, knowledge or values that students should be able to do or demonstrate as a result of completing a program of study, a course or lesson. Dr. Lorin W. Anderson , Carolina Distinguished Professor Emeritus, University of South Carolina August 28, 2008
  • 20.
  • 21.
  • 22.
  • 23.
  • 24. Revised Bloom’s Taxonomy (RBT) Table for Civics and Economics, 2009 J. Brown, NCSU, 2008 Adapted from Anderson, Lorin W. and David R. Krathwohl, et al., (2001). Knowledge Dimension (Lower Order = 0% ) Cognitive Process Dimension (Higher Order = 0% ) 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create A. Factual Knowledge (0%) B. Conceptual Knowledge (0%) C. Procedural Knowledge (0%) D. Meta- Cognitive Knowledge (0%)
  • 25. Hybrid Anderson/Bloom/Marzano Taxonomy Table for Civics and Economics, 2003 J. Brown, NCSU, 2008 Adapted from works by Robert Marzano, et al., (1988) and Anderson, Lorin W. and David R. Krathwohl, et al., (2001). Knowledge Dimension (Lower Order = 28% ) Levels of Thinking and Reasoning (Higher Order = 72% ) 1. Knowing 2. Organizing 3. Applying 4. Analyzing 5. Generating 6. Integrating 7. Evaluating A. Factual Knowledge (4%) 6.04 1.03, 4.03 B. Conceptual Knowledge (58%) 2.01, 2.07 3.01, 3.07 5.02, 6.02 1.06, 1.08 7.03, 7.06 8.01 8.04, 10.04 1.01, 1.02 2.06, 2.08 3.04, 3.05 3.08, 4.01 4.05, 4.06 4.07, 7.01 8.07, 9.02 9.08, 10.05 2.05 1.04, 2.02, 2.03, 3.02 3.03, 8.05 8.06, 10.01 9.06 1.05, 1.07 8.08, 9.04 10.02, 10.03 C. Procedural Knowledge (38%) 6.03, 9.01 6.07 4.04, 4.08 4.09, 6.01 10.06 2.04, 2.09 3.06, 3.09 4.02, 5.03 5.06, 6.06 7.04, 8.02 8.09, 9.07 5.05, 7.02 7.05, 8.03 9.03, 9.05 6.05 5.01, 5.04 6.08 D. Meta- Cognitive Knowledge
  • 26. Hybrid Anderson/Bloom/Marzano Taxonomy Table for United States History, 2003 J. Brown, NCSU, 2008 Adapted from works by Robert Marzano, et al., (1988) and Anderson, Lorin W. and David R. Krathwohl, et al., (2001). Knowledge Dimension Lower Order = 13% ) Levels of Thinking and Reasoning (Higher Order = 87% ) 1. Knowing 2. Organizing 3. Applying 4. Analyzing 5. Generating 6. Integrating 7. Evaluating A. Factual Knowledge (11%) 6.02 2.03 6.01, 6.03 9.04 7.01 B. Conceptual Knowledge (80%) 1.01, 2.05 3.03 4.01 3.01 1.02, 2.02 3.02, 3.04 4.03, 5.04 7.04, 8.01 8.02, 9.02 9.03, 10.02 10.03, 11.01 11.04, 11.05 10.01, 10.04 12.01 1.03, 2.04 2.06, 3.05 4.02, 4.04 5.03, 7.03 8.03, 9.05 10.05, 11.02 11.03, 11.06 12.02, 12.03 12.04, 12.05 12.06 C. Procedural Knowledge (9%) 2.01, 7.02 5.02, 9.01 5.01 D. Meta- Cognitive Knowledge
  • 28. Further Information: J. Brown, NCSU, 2008 Mr. Jerrie W. Brown North Carolina State University Center for Urban and Community Services Technical Outreach for Public Schools 1500 Blue Ridge Road Raleigh, N. Carolina 27609 Tel: (919) 515-1125 Email: [email_address]