Regional RBT Training (布鲁姆分类学修改版)
Revised Blooms Taxonomy,Building Knowledge for Success,Trey MichaelMary Jo NasonMarketing ConsultantSpecial Assistant for Curriculumamichaeldpi.state.nc.usmnasondpi.state.nc.us,GOALS FOR TODAY,Understand RBT and its impact on the newly-published coursesAnticipate issues for implementing RBT courses within LEAsDiscuss ways to assist teachers with implementation,Professional Development Model,STEPS1. Understand structure and purpose of RBT2. Understand RBT and the published courses3. Develop aligned objectives, teaching activities and assessments4. Help others with understanding of RBT,So, Why is RBT Important?,Provides common framework (lens) for understanding objectives by limiting the verbs so that a common understanding of intended cognitive processes across courses and subjects is more likelyProvides a way to examine alignment,Reducing the Number of Verbs: A Lesson from Mathematics,AddAnalyzeApplyApproximateBuildClassifyCollectCommunicateCompareCompute,Connect ConsolidateConstructContrastConvertCreateDescribeDetermineDevelopDisplay,A few more . . .,DivideDrawEstimateExamineExplainExtendEvaluateFindFormulateGraph,IdentifyInterpretInvestigateJustifyLabelListLocateMakeModelMonitor,And they keep on comin,MultiplyOrderOrganizePlotProduceRecognizeReflectSelectShowSimplify,SolveStateSubtractTranslateUnderstandUseWrite,What is RBT?,The Original Blooms Taxonomy,1958,The RBT Taxonomy Table,COGNITIVE PROCESS DIMENSION,KNOWLEDGE DIMENSION,The RBT Taxonomy Table,COGNITIVE PROCESS DIMENSION,KNOWLEDGE DIMENSION,1. REMEMBERRecognizingRecalling,2.UNDERSTANDInterpretingExemplifyingClassifyingSummarizingInferringComparingExplaining,3.APPLYExecutingImplementing,4.ANALYZEDifferentiatingOrganizingAttributing,5.EVALUATECheckingCritiquing,6.CREATEGeneratingPlanningProducing,1. REMEMBER,We say a student can remember if he/she can retrieve relevant knowledge from long-term memory.,Recognize (identify)Recall (retrieve),2. UNDERSTAND,Interpret (paraphrase or act out)Exemplify (find or give examples)Classify (place in categories)Summarize (often in 25 words or less)Infer (make predictions)Compare (similarities and differences)Explain (cause and effect model),We say a student can understand if he/she can:,3. APPLY,We say a student can apply if he/she can carry out or use a procedure in a given situation.,Execute (carry out a procedure for a familiar task)Implement (use a procedure for an unfamiliar task),The RBT Taxonomy Table,COGNITIVE PROCESS DIMENSION,KNOWLEDGE DIMENSION,Concrete,Abstract,The RBT Taxonomy Table,KNOWLEDGE DIMENSION,Knowledge of terminologyKnowledge of specific details and elements,Basic elements students must know to be acquainted with a discipline or solve problems in it.,A. FACTUAL KNOWLEDGE,B. Conceptual Knowledge,Knowledge of classifications and categoriesKnowledge of principles and generalizationsKnowledge of theories, models and structures,Interrelationships among the basic elements within a larger structure that enable them to function together.,B. CONCEPTUAL KNOWLEDGE,Knowledge of subject-specific skills and algorithmsKnowledge of subject-specific techniques and methodsKnowledge of criteria for determining when to use appropriate procedures,How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods.,C. PROCEDURAL KNOWLEDGE,KNOWLEDGE DIMENSION,AFACTUAL KNOWLEDGE,BCONCEPTUALKNOWLEDGE,CPROCEDURAL KNOWLEDGE,DMETACOGNITIVEKNOWLEDGE,1. REMEMBER,2. UNDERSTAND,3. APPLY,4. ANALYZE,5. EVALUATE,6. CREATE,RecognizeRecall,InterpretExemplifyClassifySummarizeInferCompareExplain,ExecuteImplement,DifferentiateOrganizeAttribute,CheckCritique,GeneratePlanProduce,THE TAXONOMY TABLE,Shorter Only 25 verbsEmphasis shifted from memorization to understanding,WHAT ARE THE DIFFERENCES?,A look back,S V O Objective Format,S = Subject: studentsV = Verb: from cognitive process domain(limited to 25 from RBT table)O = Object: content student is intended to learn(from knowledge domain),The RBT Regional Training Group will UNDERSTAND RBT and its impact on the newly-published courses.,THE LEARNING QUESTION THE INSTRUCTION QUESTION THE ASSESSMENT QUESTION THE ALIGNMENT QUESTION,FOUR FUNDAMENTAL CURRICULUM QUESTIONS,Would you tell me please, which way I ought to go from here?" asked Alice."That depends a great deal on where you want to go to," said the Cat. "I don't much care, where," said Alice. "Then it doesn't matter which way you go," said the Cat.,Lewis Carroll, Alice in Wonderland,THE LEARNING QUESTION,1. How is the course (learning) structured so everyone has common understanding of the learning goals?2. What is MOST important for students to learn in the limited classroom time available?(What is important to know vs. what is nice to know?),CURRICULUM DESIGN,What are the BIG OVERRIDING IDEAS for a course?Using Graphic Organizer #1, examine one course and report two places where you found the BIG IDEAS for that course.,