3. Cognitive research
revealed that learning
was not linear. It did
not always occur in
this designated order
(e.g., analysis may
have to precede
understanding…).
4. Over the
years, too many
verbs were used
(and misused) to
describe the
levels.
11. A. Factual Knowledge
Basic elements students
must know to be acquainted
with a discipline or solve
problems in it.
12. B. Conceptual Knowledge
The interrelationships among
the basic elements within a
larger structure that enables
them to work together.
• In other words, a category or
group of things with features
(attributes).
13. Conceptual knowledge has to
be taught by defining the
attributes and with multiple
examples and non-examples
(some of which are near-
misses); can be abstract or
concrete.
14. C. Procedural Knowledge
How to do something: methods of inquiry, and
criteria for using
skills, algorithms, techniques, and methods
15. D. Metacognitive Knowledge
Knowledge of cognition in
general as well as
awareness and knowledge
of one's own cognition
(thinking about your
thinking)
16. How do you
know you are
dealing with
metacognitive
knowledge?
17. Identify the knowledge dimension:
1. 1492 Columbus crossed ocean
2. What steps are used in scientific inquiry?
3. Describe your thinking at how you arrived at your
answer.
4. Compare analysis with evaluation.
18. Practice
Think about what you are
teaching over the next
week. What are some
examples of each of the
types of knowledge you will
be covering?
19. Example
• Factual
– names of rides, names of resorts, height requirements,
what rides are where
• Conceptual
– types of rides, understanding crowds, dining types,
organization of parks
• Procedural
– Touring plans, steps of planning, how to get through
security efficiently, dealing with lost person
• Metacognitive
– Understanding what makes a good vacation, determining if
you are having fun,
28. 3. Apply
Carry out or use a procedure in a given
situation.
Cognitive Processes:
3.1 Executing: (carrying out) – using a
procedure on familiar tasks (exercises);
has a fixed sequence of steps.
3.2 Implementing: – using a procedure on
unfamiliar tasks (problems); student has
to select technique or method and often
change sequence (e.g., flowchart)
29. 4. Analyze
Break material into its constituent parts
and determine how the parts relate to
one another and to an overall structure
or purpose.
Cognitive Processes:
4.1 Differentiating – distinguishing the
relevant from the irrelevant parts
4.2 Organizing – identifying ways that
elements fit or function within the overall
structures
4.3 Attributing – determining the underlying
purpose or perspective
30. 5. Evaluate
Make judgments based on criteria and
standards.
Cognitive Processes:
5.1 Checking – testing for internal
consistencies or fallacies in an operation or
product
5.2 Critiquing – judging a product or
operation based on externally imposed
criteria and standards
31. 6. Create
Put elements together to form a coherent or
functional whole; recognize elements into a new
pattern or structure.
Cognitive Processes/Phases:
6.1 Generating – hypothesizing, meeting certain
criteria
6.2 Planning – designing, devising a solution
6.3 Producing – constructing, creating an original
product based on 6.1 and 6.2
33. Most Populated Cells for State Standards
Cognitive Dimension
Knowledge
Dimension Remember Understand Apply Analyze Evaluate Create
Factual
A1
Knowledge
Conceptual
B2
Knowledge
Procedural
C3
Knowledge
Meta-
Cognitive
Knowledge
34. Learning Objectives
• Student
– The student will…
• Verb (type of cognition)
– understand…
• Object (type of knowledge)
– how to move from place to place using Disney
transportation.
35. The student will understand how to move from place to
place using Disney transportation
Cognitive Dimension
Knowledge
Dimension Remember Understand Apply Analyze Evaluate Create
Factual
Knowledge
Conceptual
Knowledge
Procedural
Knowledge
C2
Meta-
Cognitive
Knowledge
36. Taxonomize the following:
1. The student will design a budget for their
vacation.
2. The student will compare resort options to
family needs.
3. The student will explain the differences between
types of restaurants.
4. The student will critique a touring plan for ability
to meet family needs.
5. The student will carry out touring plan and
assess impact on group.
37. Level of Thinking
• Create a list of the characteristics
of a biome
• Describe the moon’s impact on
the earth’s tides
• Comprehend the main idea of
story
• Outline the key points of the text
38. Practice
• Using the types of knowledge you
brainstormed, create learning objective for
them.
• Once completed, taxonomize each learning
objective
Widely known, published in 1956.Six levels within the cognitive domain, from the simple recall or recognition of knowledge, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order, which is classified as evaluation. Bloom found that over 95% of the test questions students encounter require them to think only at the lowest possible level... the recall of information.
In the ‘70s & ‘80s, Bloom’s Taxonomy fell into disrepute when the cognitive psychologists realized that the path of learning was much more complicated. Each level of learning did not have to be mastered before you could learn or teach the next one. In fact, in both teaching and learning, sometimes you had to go to a higher level of learning in order to demonstrate a lower level(e.g., analyzing a piece of literature so you can identify the tone of it).
We also realized that there was no mention in the old taxonomy of what had to be learned - and content made a lot of difference when we were looking at those cognitive levels.
The old taxonomy was never designed for K-12. It was done at the request of the military in the late 1940’s. They asked college assessment faculties tohelp them categorize learning for use on the tests the Army gave.
So the big picture of the changes is this….
Refer people to their laminated handout on the Knowledge of Domain
Assessments will be subjective and divergent. It would not be directly assessed on a standardized test.Difficult to measure via paper and pencil tests - best done through classroom discussion and observation or examination of individual student work.Purpose: Provide clarity in metacognitive knowledge.Tools:Key Points: Highlight points on slide. Metacognitive knowledge is considered the most rigorous knowledge level.
Purpose: Provide practice in identification of dimensions of knowledge.Tool: Table 4.2 inside the front cover of the text, laminated handoutKey Points: Share each example below orally and have individuals/pairs/triads/tables determine the knowledge dimension – factual, conceptual, procedural, or metacognitive. Example 1 – Define rigor: Aa – requires definition of technical vocabulary Example 2 – What steps are taken to determine cognitive complexity?: Ca – identification of specific skills/steps to determine cognitive complexity. Note that some may see this as Cb; what is important is that they identify it as C – Procedural Knowledge. Example 3 – Describe your comfort level in determining the rigor of assessments: Db – identification of cognitive tasks. Note that some may also identify this as Dc; what is important is that they identify it as Metacognitive Knowledge. Example 4 - Compare analysis with evaluation: Ba– requires the classification or identification of interrelationships of two categories. Now have individuals/pairs/triads/tables create an example of each knowledge dimension – factual, conceptual, procedural, or metacognitive – and share with others, who can then identify and provide rationale for their answer.Facilitator’s Tip: As individuals share their answers and/or examples, focus on the major dimensions of knowledge, rather than the specific sub-type as answers may vary with appropriate rationales.
Purpose: Introduce participants to the table for definitions and examples of cognitive processes.Tool: Laminated Handout of tableA Taxonomy for Learning, Teaching, and Assessing – Chapter 5, pp 63-92, and specifically Table 5.1 inside the back cover; laminated handout Refer participants to Table 5.1 in the taxonomy book or to the laminated handout. Emphasize that this table is very helpful and should always be used to classify objectives or standards. The horizontal dimension of the taxonomy table is known as the Cognitive Process Dimension. Make and emphasize the following points about the cognitive process dimension: The cognitive process dimension contains 6 major cognitive categories each of which are identified by numbers: 1. Remember, 2. Understand, 3. Apply, 4. Analyze, 5. Evaluate, and 6. Create. The 6 major cognitive categories are associated with more specific cognitive processes. There are nineteen specific cognitive processes. These 19 specific cognitive processes are described by gerunds, ending in ing. For example, recognizing and recalling are associated with Remember. Table 2, “The Cognitive Process Dimension,” lists alternate names or synonyms for each specific cognitive process. For example, identifying is a synonym for recognizing. See Chapter 3 and Chapter 5 of textbook for additional information.Facilitator’s Tip: Facilitators should study carefully in advance Chapter 5 and refer to specific elements in the chapter that would help participants better understand the cognitive process dimension. Participants should become very familiar with the information on pages 63-92 in A Taxonomy for Learning, Teaching, and Assessing – Chapter 5. Provide a few minutes for participants to review and become familiar with the table of the cognitive process dimension.
Purpose: Define and provide examples of the cognitive process remember.Tools: Laminated handout of Table 2, A Taxonomy for Learning, Teaching, and Assessing – Chapter 5, pp 66-70 Key Points: Highlight the category,remember, and the key words of recognizing and recalling. Note the alternate names of identifying and retrieving, and the corresponding definitions and examples.1.1 Recognizing – Retrieving relevant knowledge from long-term memory in order to compare it with presented information. Alternative name: IdentifyingExample: The student learned the English equivalent of 20 Spanish words. A test of remembering could involve requesting the student to match the Spanish words in one list with their English equivalents in a second list. 1.2 Recalling – Retrieving relevant knowledge from long-term memory when given a prompt to do so. Alternative name: RetrievingExample: The student who learned the English equivalent of 20 Spanish words is asked to write the corresponding English word next to each of the Spanish words presented on a list. Example: A standard can be classified as Remember when the intent of that standard is to promote retention of the presented material in much the same form as it was taught. It is more difficult for students to recall information than recognize information. Remember is typically used in conjunction with Factual Knowledge (See the Knowledge Dimensions), which is often simply memorized information. Sometimes it’s unconnected to prior knowledge and unorganized. It’s simply stored in the brain. The student may be completely unaware of where it “fits” within the larger discipline.Facilitator’s Tip: You may want to begin to emphasize the importance of intent, as intent guides decisions for the cognitive processes and their alignment with curriculum, instruction, and assessment. Facilitators should study carefully in advance Chapter 5 and refer to specific elements in the chapter that would help participants better understand the cognitive process dimension. Participants should become very familiar with the information on pages 66-70 in A Taxonomy for Learning, Teaching, and Assessing – Chapter 5.
Two of the most important educational goals are to promote retention and to promote transfer, which when it occurs indicates meaningful learning. The cognitive process category Remember emphasizes retention and the other five categories (i.e., Understand, Apply, Analyze, Evaluate, Create) while they facilitate retention, emphasize transfer.Retention is the ability to remember materials at some later time in much the same way as it was presented during instruction. Example: After students read a textbook lesson on Ohm’s law, a retention test might ask them to write the formula for Ohm’s law.Transfer is the ability to use what was learned to solve new problems, to answer new questions, or to facilitate learning new subject matter. Example: A transfer test might ask students to rearrange an electrical circuit to maximize the rate of electron flow or to use Ohm’s law to explain a complex electric circuit.
Two of the most important educational goals are to promote retention and to promote transfer, which when it occurs indicates meaningful learning. The cognitive process category Remember emphasizes retention and the other five categories (i.e., Understand, Apply, Analyze, Evaluate, Create) while they facilitate retention, emphasize transfer.Retention is the ability to remember materials at some later time in much the same way as it was presented during instruction. Example: After students read a textbook lesson on Ohm’s law, a retention test might ask them to write the formula for Ohm’s law.Transfer is the ability to use what was learned to solve new problems, to answer new questions, or to facilitate learning new subject matter. Example: A transfer test might ask students to rearrange an electrical circuit to maximize the rate of electron flow or to use Ohm’s law to explain a complex electric circuit.
More cognitive processes are associated with this category than any other category.Most represented category in state standards.Critical for all further learning.Purpose: Define and provide background of the cognitive process understand.Tools: Laminated handout for Table 2, A Taxonomy for Learning, Teaching, and Assessing – Chapter 5, pp 70 - 76Key Points: Students understand when they build connections between the new knowledge to be gained and their prior knowledge. Incoming knowledge is integrated with existing schemas and cognitive frameworks.Facilitator’s Tip: Facilitators should study carefully in advance Chapter 5 and refer to specific elements in the chapter that would help participants better understand the cognitive process dimension. Participants should become very familiar with the information on pages 70-76 in A Taxonomy for Learning, Teaching, and Assessing – Chapter 5.
Purpose: Define and provide background of the cognitive process understand.Tools: Laminated handout for Table II, A Taxonomy for Learning, Teaching, and Assessing – Chapter 5, pp 70-76.Key Points: 2.1 Interpreting – when a student is able to convert information from one representational form to another. Alternative terms: clarifying, paraphrasing, representing, translating.Example: Ask students to convert words to pictures, words to words or paraphrasing. 2.2 Exemplifying – when a student is able to give a specific example or instance of a general concept or principle. Alternative terms: Illustrating, instantiating.Example: Ask students to select which of three presented triangles is an isosceles triangle.2.3 Classifying – begins with a specific instance or example and requires the student to find a general concept or principle. Alternative terms: Categorizing, subsuming.Example: Give students pictures of prehistoric animals with instructions to group them with others of the same species. Note: Classifying is a complementary process to exemplifying. Exemplifying begins with a general concept or principle and requires the student to find a specific instance or example.2.4 Summarizing – a single statement that represents presented information or abstracts a general theme.Alternative terms: Abstracting, generalizing.Example: Students read a scene in a play and are asked to summarize the important points of the scene.2.5 Inferring – finding a pattern within a series of examples or instances. Inferring focuses solely on the issue of inducing a pattern based on presented information. Alternative terms: concluding, extrapolating, interpolating, predicting.Example: Ask students to distinguish the pattern in this series of numbers: 1, 2, 3, 5, 8, 13, 21.2.6 Comparing – detecting similarities and differences between two or more objects, events, ideas, problems, or situations. In “mapping” a student must show how one object/idea/problem/situation corresponds to (or maps to) each part of another. Alternative terms: Contrasting, mapping, matching.Example: Students are asked to determine how a current political scandal is like a historical political scandal. 2.7 Explaining - constructing and using a cause-and-effect model of a system. Note that this is a different usage from the usual. It does NOT mean discuss. It implies a causal relationship. Alternative terms: Constructing models.Example: Another example: Students may be asked to answer “Why does air enter a bicycle tire pump when you pull up on the handle?”Facilitator’s Tip: You may want to relate to other work district/building has done that is connected to these (e.g., Marzano, Classroom Instruction that Works; Dimensions of Learning).Facilitators should study carefully in advance Chapter 5 and refer to specific elements in the chapter that would help participants better understand the cognitive process dimension. Participants should become very familiar with the information on pages 70-76 in A Taxonomy for Learning, Teaching, and Assessing – Chapter 5.
Purpose: Define and provide examples of the cognitive process apply.Tools: Laminated handout for Table 2, A Taxonomy for Learning, Teaching, and Assessing – Chapter 5, pp 77 - 79Key Points: Apply typically occurs together with procedural knowledge; students must use a procedure to perform exercises or solve problems. An exercise is a task for which the student already knows the proper procedure to use, so the student has a routinized approach to it.A problem is a task for which the student initially does not know what procedure to use, so the student must locate a procedure to solve the problem. This category has two cognitive processes:3.1 Executing – Occurs when a student routinely carries out a procedure when confronted with a familiar task (exercise). Executing is more associated with the use of skills and algorithms than with techniques and methods. Skills and algorithms consist of a sequence of steps that are generally followed in a fixed order. When steps are performed correctly, the end result is a predetermined answer. An alternative term: Carrying out.3.2 Implementing – Occurs when a student selects and uses a procedure to perform an unfamiliar task. Student must understand the type of problem encountered as well as the range of procedures that are available. Two hints: Like a “flow chart” rather than a fixed sequence of steps and there is often no single, fixed answer that is expected when the procedure is applied correctly. Alternative term: Using.Facilitator’s Tip: Facilitators should study carefully in advance Chapter 5 and refer to specific elements in the chapter that would help participants better understand the cognitive process dimension. Participants should become very familiar with the information on pages 77-79 in A Taxonomy for Learning, Teaching, and Assessing – Chapter 5.
Purpose: Define and provide examples of the cognitive process analyze.Tools: Laminated handout for Table 2, A Taxonomy for Learning, Teaching, and Assessing – Chapter 5, pp 79-83Key Points: Analyze deals with “parts” and “wholes.” The whole can be as small as a sentence or as large as a novel which provides the context within which the student analyzes. 4.1 Differentiating – distinguishing the parts of a whole structure in terms of their relevance or importance; determining how parts fit into the overall structure or whole.Alternate terms: discriminating, selecting, distinguishing, and focusing.Example: Select the main steps in a written description of how something works. 4.2 Organizing – identifying the elements of a communication or situation and recognizing how they fit together into a coherent structure. Students build systematic and coherent connections among pieces of presented information. Alternative terms: structuring, integrating, finding coherence, outlining, and parsing.Example: Students write an outline that shows which facts in a passage on American history support and which facts do not support the conclusion that the American Civil War was caused by differences in the rural and urban composition of the North and South. 4.3 Attributing – occurs when a student is able to ascertain the point of view, biases, values, or intention underlying communications. In contrast to interpreting, in which the student seeks to understand the meaning of presented material, attributing involves an extension beyond basic understanding to infer the intention or point of view underlying the presented material. Alternate term – deconstructing. Example: In reading a passage on the battle of Atlanta in the American Civil War, students must determine whether the author takes the perspective of the North or the South. Facilitator’s Tip: You may want to have participants come up with examples of differentiating, organizing, and attributing. They could do this with school examples or examples from their hobby.Facilitators should study carefully in advance Chapter 5 and refer to specific elements in the chapter that would help participants better understand the cognitive process dimension. Participants should become very familiar with the information on pages 79-83 in A Taxonomy for Learning, Teaching, and Assessing – Chapter 5.
Purpose: Define and provide examples of the cognitive process evaluate.Tools: Laminated handout for Table 2; A Taxonomy for Learning, Teaching, and Assessing – Chapter 5, pp 83-84Key Points: Evaluation is based on the use of standards of performance with clearly defined criteria. For example: Is this process sufficiently effective? Is this product of sufficient quality?Criteria: quality, effectiveness, efficiency, and consistency. Generally determined by the student or by others. Standards: For use with the criteria - may be either quantitative or qualitative.5.1 Checking - involves testing for internal inconsistencies or fallacies in an operation or a product.Alternative terms: testing, detecting, monitoring, and coordinating.Example: Do data support or disconfirm a hypothesis?5.2 Critiquing – involves judging a product or operation based on externally imposed criteria and standards. Critiquing is often compared to summative evaluation.Alternative term: Judging.Example: Judge the merits of a particular solution to the problem of acid rain in terms of its likely effectiveness and its associated costs. Note: Not all judgments are evaluative. For example, students judge whether something belongs in a category or whether two objects are similar or different. Facilitator’s Tip: Facilitators should study carefully in advance Chapter 5 and refer to specific elements in the chapter that would help participants better understand the cognitive process dimension. Participants should become very familiar with the information on pages 83-84 in A Taxonomy for Learning, Teaching, and Assessing – Chapter 5.
Purpose: Define and provide examples of the cognitive process create.Tools: Laminated handout for Table 2; A Taxonomy for Learning, Teaching, and Assessing – Chapter 5, pp 84-88Key Points: Createinvolves students making a new product by mentally reorganizing some elements or parts into a pattern or structure not clearly present before. Students create by producing their own synthesis of information or materials to form a new whole, as in writing [not writing that represents the remembering of ideas or the interpretation of materials], painting, sculpting, building, etc. When creating, students synthesize material into a whole (i.e., the construct of an original product) and employ multiple types of knowledge. Three phases of the cognitive category create. 6.1 Generating – student attempts to understand the task and generate possible solutions (divergent thinking) that meet certain criteria.Alternative term: hypothesizing.Example: Students are asked to write as many hypotheses as they can to explain strawberries growing to extraordinary size. The teacher should establish clearly defined criteria for judging the quality of the responses and give them to the students. 6.2 Planning – involves devising a solution method that meets a problem’s criteria. Planning stops short of carrying out the steps to create the actual solution for a given problem. When planning the student may establish sub-goals, or break a task into subtasks to be performed when solving the problem.Alternative term: Designing.Example: Prior to writing a research paper on the causes of the American Revolution, submit an outline of the paper, including the steps they intend to follow to conduct the research. 6.3 Producing – involves carrying out a plan for solving a given problem that meets certain specifications. Alternative term: Constructing.Example: Design sets for plays. A corresponding assessment task for this objective asks students to design the set for a student production of Driving Miss Daisy. The specifications are used as the criteria for evaluating student performance relative to the objective.Facilitator’s Tip:The cognitive processes of create have order; first one hypothesizes, then designs, and ultimately creates or constructs the product.Facilitators should study carefully in advance Chapter 5 and refer to specific elements in the chapter that would help participants better understand the cognitive process dimension. Participants should become very familiar with the information on pages 84-88 in A Taxonomy for Learning, Teaching, and Assessing – Chapter 5.
Purpose: Connect the table with state standards and earlier discussions of the day.Tools:Key Points: As you think about our earlier discussions on students’ success across the nation on the NAEP score, it is important to note that most state standards address factual, conceptual, and procedural knowledge (no surprise!) but most prevalently in the areas of remember, understand, and apply – and rarely in the analyze, evaluate, and create, the ones most needed for the 21st century. The Iowa Core strives to increase those levels.
Purpose: Connect the table with state standards and earlier discussions of the day.Tools:Key Points: As you think about our earlier discussions on students’ success across the nation on the NAEP score, it is important to note that most state standards address factual, conceptual, and procedural knowledge (no surprise!) but most prevalently in the areas of remember, understand, and apply – and rarely in the analyze, evaluate, and create, the ones most needed for the 21st century. The Iowa Core strives to increase those levels.
Purpose: Review the pre-work assignment and check for clearer understanding.Tools: Day 1 Note Taking Tool – Chapter 3-5; Laminated Tables 1, 2, and 3Key Points: Give participants opportunity to share their response (original or new, based on their present understanding) for each of the sentences/objectives shared in the pre-assignment.The student will be able to recognize the steps of the selling process. Knowledge Level: ______________________Cognitive Process: _____________________ Plot: C 1 (Procedural Knowledge, Remember)The student will be able to execute correct drawing procedures.Knowledge Level: ______________________Cognitive Process: _____________________ Plot: C 3.1 (Procedural Knowledge, Application – Execute)The student will be able to explain the relationship of food-borne contaminants and food allergies.Knowledge Level: ______________________Cognitive Process: _____________________ Plot: B 2.7 (Conceptual Knowledge, Understanding – Explaining)The student will be able to critique a school district’s proposal for year-round schools.Knowledge Level: ______________________Cognitive Process: _____________________ Plot: B 5.2 (Conceptual Knowledge, Evaluate – Critique)Facilitator Tip: The purpose of this is to check their understanding at this point. Watch closely for their rationalization of their responses. Additional practices will be provided but this exercise should help with your understanding of their understanding.
The verbs that we depended on in the past does not really match the intended learning
