1. Levels of Thinking and
ReasoningReasoning
The Bloom-Marzano Hierarchy

2. APHORISM OF THE MONTH
If you always do
what you always
did, you will alwaysdid, you will always
get what you
always got.

3. APHORISM OF THE MONTH
One of the defining characteristics of human beings is held to be their capacity
to learn from experience, yet how often is the response to delivery failure to
increase the exhortation just to do better or work smarter, rather than think of
another way of tackling the issue? Even the current fashion for scenario
planning tends to reinforce this. It is customary to have three scenarios:
business as usualbusiness as usual
smart working with performance management
doing things differently
The problem is that, like circus animals trained to jump through hoops, health
planners and managers don’t know what they don’t know, and may have a
limited repertoire of response to complex problems. The only way to break new
ground in to lateral problem solving is by creating environments that embrace
diverse analysis, ideas, and experiences. JRA

4. Objectives for Today
1. Define the levels of thinking and reasoning used
in the Standard Course of Study and testing at
the Altamira International School.
2. Generate content-specific examples of the levels
of thinking and reasoning.of thinking and reasoning.
3. Apply the levels of thinking and reasoning to
classroom practice.
4. Evaluate effective use of the levels of thinking
and reasoning in classroom practice.

5. Pre-Assessment
On your own paper,
construct a circle map.
Within your circle write
down all you knowdown all you know
about Bloom’s
Taxonomy.
Bloom’s
Taxonomy

6. Bloom’s Taxonomy
1956: Benjamin Bloom publishes a small
volume called Taxonomy of Educational
Objectives, The Classification of
Educational Goals, Handbook I: Cognitive
Domain.Domain.

7. Benjamin Bloom
wanted a way to
Bloom publishes
his Taxonomy of
Educators use
the taxonomy
to write
instructional
objectives.
Assessments
Bloom’s Taxonomy
wanted a way to
classify educational
goals.
his Taxonomy of
Educational
Objectives.
Assessments
are designed
according to
the taxonomy.
State curricula
were written
according to
the taxonomy.

8. Bloom’s Taxonomy
Bloom’s Taxonomy was updated in 2001 by
Anderson and Krathwol.
?

9. Taxonomy Redefined
Problems with Bloom’s taxonomy:
Oversimplifies the nature of thought and
its relationship to learning (Furst, 1994).
The taxonomy implied a hierarchy of
thought processes running from lower to
higher which did not hold up in research
studies (Marzano, 2001).

10. Learning: What We Now Know
Learning must take
into account the
types of knowledge
Learning must take
into account the
learner’s control of
types of knowledge
as well as the
thinking processes
required for
manipulating that
knowledge.
learner’s control of
his or her own
thinking as well as
the role of emotion
and interest in
acquiring
knowledge.

11. The Birth of Marzano’s Hierarchy
Robert Marzano set out to repair the
deficiencies of Bloom’s Taxonomy in the
1990s.
The result was Designing a New Taxonomy
of Educational Objectives (2001).
Revised as The New Taxonomy of
Educational Objectives (2006)

12. Marzano and Altamira
Altamira’s program requires testing, and
teachers, as test designers, need a
taxonomy for aligning the goals and
objectives to test questions so that they
could teach what they test and test whatcould teach what they test and test what
they teach.

13. Marzano and Altamira
Misconception
Alert: Instead, AIS has
hybridized Marzano’s
Altamira will not
fully adopt
Marzano’s
hierarchy.
hybridized Marzano’s
work with the original
Bloom’s Taxonomy.

14. Reflection
What is the most important “big idea”
uncovered in the previous slides? What
would be different about the way we teach
and assess if we all knew this “big idea”?
In groups, come to consensus about one
“big idea” from the material.

15. A Closer Look at Bloom and Marzano
Who can name the levels of Bloom’s
Taxonomy?
Knowledge
Comprehension
Bloom’s
Taxonomy
Comprehension
Application
Analysis
Synthesis
Evaluation

16. Bloom-Marzano Hybrid
Knowing
Organizing
Applying
Hybrid
Taxonomy
Applying
Analyzing
Generating
Integrating
Evaluating

17. Similarities and Differences
In groups, construct a Double-Bubble map
comparing the Bloom Hierarchy to the hybrid
Marzano-Bloom hierarchy.

18. Bloom – Marzano Hybrid:
Definitions
LEVEL DEFINITION
Knowing Gathering, storing, and recalling
information
Organizing Arranging and classifying informationOrganizing Arranging and classifying information
Applying Using information in a new situation
Analyzing Examining relationships among parts
Generating Producing new meaning or ideas
Integrating Combining information
Evaluating Judging the quality of information

19. Bloom-Marzano Hybrid:
Definitions
LEVEL DEFINITION
Knowing Gathering, storing, and recalling
information
Organizing Arranging and classifying
information
Low-Level
Cognitive
Tasksinformation
Applying Using information in a new
situation
Analyzing Examining relationships among
parts
Generating Producing new meaning or ideas
Integrating Combining information
Evaluating Judging the quality of information
Tasks
High-Level
Cognitive
Tasks

20. Part 1: Low-Level
Cognitive Tasks
LEVEL DEFINITION
Knowing Gathering, storing, and recallingKnowing Gathering, storing, and recalling
information
Organizing Arranging and classifying information
Applying Using information in a new situation

21. What does “Knowing” mean?
describe
identify label
use the
senses to
Knowing
list
recall
information
store
information
in memory
senses to
observe

22. “Knowing” Objectives
ESL 3, NL 3.02 – Recognize some high
frequency words in simple or patterned text.
Science 2, 1.03 – Observe the different
stages of an insect life cycle.
Social Studies 5, 4.03 – Describe the
contributions of people of diverse cultures
throughout the history of the United States.

23. “Knowing” Questions
What is federalism?
A. a form of government with elected
representatives
B. a division of power between the
national and state governments
C. a belief in the idea of national
sovereignty
D. a form of government in which elected
officials make all economic decisions

24. “Knowing” Questions
What led to the decline of soapstone
mining?
A. Dwindling supplies
B. Discovery of mica
C. Preference for pottery
D. Interest in gold mining

25. What does “Organizing” mean?
arrange
information
comparing
sequencing
in order or by
Organizing
information
in an
ordered
way
contrasting
classifying
in order or by
a criteria
changing
the format of
information

26. “Organizing” Objectives
Social Studies 6, 9.01 – Trace the historical
development of governments . . .
ELA 8, 3.03 – Evaluate and create
arguments by arranging details, examples,
and reasons effectively.
Advanced Functions, 1.02 – Compare
distributions of univariate data.

27. “Organizing” Questions
Why are parallel circuits, rather than series
circuits, commonly used in wiring houses?
A. They allow appliances to operate
separately.
B. They are cheaper.
C. They have a higher total resistance.
D. The voltage drop varies with each
resistor.

28. “Organizing” Questions

29. What does “Applying” mean?
using prior
knowledge
knowing
when to
use
knowledge transferring
knowledge
from one
Applying
knowledge
in a new
situation
bringing
together
information
to solve
problems
from one
field to
another
recognizing
similarities
and
differences
between
situations

30. “Applying” Objectives
Healthy Living K, 2.06 – Demonstrate how to get
help in an emergency.
Theatre Arts 6, 3.02 -- Plan and create a simple set
for formal or informal dramatic presentations.for formal or informal dramatic presentations.
Spanish for Native Speakers 1, 3.07 -- Apply
understanding of conventional written and spoken
expressions in a variety of settings by using
appropriate and exact words to influence
reactions, perceptions, and beliefs.

31. “Applying” Questions
Which propaganda technique is
represented by the quote “My opponent is
soft on crime!”?
A. Name calling
B. Bandwagon
C. Glittering generality
D. Stacked cards

32. “Applying” Questions
A boulder falls from a cliff. What is the
boulder’s acceleration during the fifth
second of the fall?
A. 2.0 m/s2
B. 9.8 m/s2
C. 20.0 m/s2
D. 98 m/s2

33. Review and Application
In your groups, you will be given some
sample objectives and test questions.
Identify the thinking skill level for the
objectives and test questions.
Be prepared to defend your thoughts to the
whole group.

34. Categorizing Objectives and
Questions - A Caveat
OFTEN, categorizing a question or an objective
requires that you understand the amount of prior
knowledge needed to process the objective at a
particular level.particular level.
Objectives in higher grades often assume prior
knowledge, so what may be “knowing” to you is
categorized as “applying” by them.

35. Strange Verbs – Skills and Cognitive
Demands?
To what levels do you assign the following
verbs?
Acquire...
Interact...
Share knowledge...
Verbs that often call for
the student to do
something imply
Share knowledge...
Investigate...
Develop...
Explore...
Compose...
Observe...
something imply
procedural knowledge.
Procedural knowledge
requires the use of
information to complete a
task. Many times this is
nothing more than
application.

36. Part 2: High-Level
Cognitive Tasks
LEVEL DEFINITION
Analyzing Examining relationships among partsAnalyzing Examining relationships among parts
Generating Producing new meaning or ideas
Integrating Combining information
Evaluating Judging the quality of information

37. What does “Analyzing” mean?
cause and
effect
identifying
the
attributes
of things
identifying
parts of
Analyzing
identifying
the main
idea
parts of
objects
identifying
relationships
and patterns
identifying
logical
errors

38. “Analyzing” Objectives
Physics, 8.01 – Analyze the nature of
electrical charges.
US History, 6.01 – Examine the factors that
led to the United States taking an
increasingly active role in world affairs.
Visual Arts 7, 3.04 -- Explore and discuss
the value of intuitive perceptions in the
problem-solving process.

39. “Analyzing” Questions
A cell with 5% solute concentration is
placed in a beaker with a 1% solute
concentration. What will happen to the cell
over time?
A. The cell will gain H2O and expand.
B. The cell will lose H2O and shrink.
C. The cell will both gain and lose equal amounts of
H2O; thus, it will remain the same size.
D. The cell will undergo no exchange of H2O with its
surroundings.

40. “Analyzing” Questions
Why did the horse in “The Runaway
Stallion” most likely run through the water
to the opposite bank?
A. He was afraid that Jeff was trying to
capture him.capture him.
B. He wanted the oats in the bucket.
C. He needed to cool down in the water
before eating.
D. He was frightened by a noise that
Hank made.

41. What does “Generating” mean?
exploring
hypothetical
situations
producing
new
meaning or
ideas
inferring new
meaning
Generating
elaborating
by adding
examples
or details
meaning
predicting
outcomes
drawing a
conclusion

42. “Generating” Objectives
Theatre Arts 6, 5.04 -- Infer meaning from a script
to create characters.
Science 8, 5.05 -- Use maps, ground truthing and
remote sensing to make predictions regardingremote sensing to make predictions regarding
changes over time, land use, urban sprawl, and
resource management.
Civics, 2.02 – Explain how the United States
Constitution grants and limits the authority of
public officials and government agencies.

43. “Generating” Questions
Which best explains why the author includes this
line in the play?
HANNAH: There are tougher questions we have
to deal with than baseball movies . . . or
which river is the longest . . . or . . .which river is the longest . . . or . . .
A. To create sympathy for Jay
B. To reveal Hannah’s wisdom
C. To foreshadow the choice Jay will have
to make
D. To reduce the tension building between
Jay and Hannah

44. “Generating” Questions
While cleaning a saltwater aquarium,
students placed the aquarium plants in a
container of distilled water. What effect
will this have on the plants?
A. The plant cells will separate.A. The plant cells will separate.
B. The plant cells will shrink.
C. The plant cells will swell.
D. The plant cells will remain the same.

45. What does “Integrating” mean?
connecting
and
combining
information
Integratingsummarizing
generalizing
from
examples or
details
restructuring
ideas to
include new
information

46. “Integrating” Objectives
ESL 9-12, IH 4.05 -- Write an organized and
focused composition with supporting
details on familiar and previously studied
topics.
US History, 12.01 – Summarize significant
events in foreign policy since the Vietnam
War.
Science 7, 5.05 -- Summarize the genetic
transmittance of disease.

47. “Integrating” Questions
Which of the following statements
concerning diffusion and active transport
is correct?
A. Both diffusion and active transport
require cell energy.require cell energy.
B. Neither diffusion nor active transport
require cell energy.
C. Diffusion requires cell energy while
active transport does not.
D. Active transport requires cell energy
while diffusion does not.

48. “Integrating” Questions
A house plant is wilting; however, it is still
green. What vital resource is it most likely
lacking?
A. Plant food
B. Water
C. Sunlight
D. Air

49. What does “Evaluating” mean?
judging the
reasonableness
of information
Evaluating
establishing
criteria for
judging
checking the
accuracy of
claims
rating ideas
by quality

50. “Evaluating” Objectives
Civics, 6.08 – Evaluate methods used by society to
address criminal and anti-social behaviors.
Algebra II, -- 2.05 Use rational equations to model
and solve problems; justify results.and solve problems; justify results.
ELA 7, 4.03 -- Develop the stance of a critic by
considering and presenting alternative points of
view or reasons, remaining fair-minded and open
to other interpretations, and creating a critical
response/review of a work/topic.

51. “Evaluating” Questions
The scatter plot shows the number of absences
in a week for classes of different sizes. Trevor
concluded that there is a positive correlation
between class size and the number of
absences.
Which statement best describes why Trevor’s
conclusion was incorrect?conclusion was incorrect?
A. The largest class does not have the
most absences.
B. The smallest class does not have the
least number of absences.
C. The data show no relationship between
class size and number of absences.
D. The data show a negative relationship
between class size and number of
absences.

52. “Evaluating” Questions
Which of the following pieces of
information is most helpful in supporting
the writer’s request for a replacement?
A. The writer knew she had the perfect
gift for her mother.gift for her mother.
B. The writer gave the hand vacuum to
her mother for her fortieth birthday.
C. The vacuum had no suction.
D. The writer and her father read the
owner’s manual together.

53. Review and Application
In your groups, will you be given some
sample objectives and test questions.
Identify the thinking skill level for the
objectives and test questions.
Be prepared to defend your thoughts to the
whole group.

54. Thoughts for the Classroom
Should teachers start at the bottom of the
hierarchy and work their way up to more
complex levels of thinking?
In other words, should we always start with
knowing and end up at evaluating?

55. Some Thoughts for the
Classroom
“[The] view [that learners must start at the
bottom and work toward the top] may be
characterized as the ‘climbing the ladder’
model of cognition.”
This model is “at odds withThis model is “at odds with
contemporary views of the learning
process” and may confine students to a
boring regimen of “low-level, skill-drill
activities, rote memorization of discrete
facts, and mind-numbing test prep
worksheets.”

56. Some Thoughts for the
Classroom
Teachers should incorporate Marzano’s
vocabulary into questioning:
»Use a variety of questions at
different cognitive levels.
»Ask different students questions.
»Vary the questions asked for each
student.
»Challenge all students to answer
complex questions.

57. Some Thoughts for the
Classroom
Use the Marzano structure for developing
assessment items:
»Write or re-write multiple
choice items to match the
hierarchy.
»Construct open-ended items
according to the cognitive
demands of the objective.

58. Some Thoughts for the
Classroom
Embed using the vocabulary of the
hierarchy in everyday work without focusing
on the structure itself:
»Students do not need to know»Students do not need to know
the levels of thinking and
reasoning.
»Students do need to know what
common terms like “verify,”
“assess,” “analyze,” and
“infer” mean.

59. Some Thoughts for the
Classroom
Does posting the objective daily mean that the
teachers or the students actually understand it?
»NO! NO! NO! NO!
»The evidence of understanding of the»The evidence of understanding of the
objective comes from how it is
“unpacked” in the classroom.
»Teachers should work at making
objectives “student” friendly and
encouraging students to personalize
objectives.

60. Marzano and CITW
How does this hierarchy connect to
Marzano’s Classroom Instruction that
Works?
Similarities and
Differences
Comparing & Classifying =
OrganizingDifferences Organizing
Metaphors & Analogies = Analyzing
and Generating
Nonlinguistic
Representation
All forms of NR can be used at each
level of the hierarchy.
Setting Objectives and
Providing Feedback
Objectives (NC SCOS)
Feedback = Analyzing and
Evaluating

61. Thinking Skills Levels: Thinking Maps
Knowing Organizing Applying Analyzing Generating Integrating Evaluating

62. A Few Big Ideas
Categorizing an
objective or a question
often depends on the
interpretation of that
item as well as the
background
Since the Bloom-
Marzano hierarchy is
the language of the
SCOS of testing, it is
essential that it be
understood andbackground
knowledge of the
student.
understood and
applied to classroom
practice.

63. A Few Big Ideas
Objectives must be
“unpacked” to get at
what is implied for
students to know,
understand, and be
able to do in the
The NC SCOS did not
adopt the full Marzano
hierarchy, so teachers
must pay attention to
other critical issues
such as metacognition,able to do in the
classroom.
such as metacognition,
emotion, and interest
and the roles they play
in learning.

64. Conclusion -- Administration
As a result of this information,
How will my administrative practice
change?
What will I look for in lesson plans and
observations?
How has my understanding of the
curriculum and testing changed?

65. Conclusion -- Teachers
As a result of this information,
What will I do differently in my classroom
assessments?
What will I do with my lesson planning?
How will I “unpack” my curriculum to get
at what students should know,
understand, and be able to do?

66. Conclusion
Questions?
Comments?
Next Steps?