bloom's workshop
DESCRIPTION
Using Bloom's Revised Taxonomy to Align InstructionTRANSCRIPT
Aligning Assessments, Objectives, and Instruction Using
the Revised Bloom’s Taxonomy
http://www.slideshare.net/ttianna/blooms-workshop
Slideshare
A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives
Lorin W. Anderson and David R. KrathwohlISBN 0-8013-1903-X
At the end of this workshop, you will be able to:
◦ Classify performance verbs based on the Cognitive Process Dimension
of Bloom’s Revised Taxonomy.
◦ Classify types of learning based on the Knowledge Dimension of
Bloom’s Revised Taxonomy.
◦ Identify appropriate types of assessments for each level of Bloom’s.
◦ Identify key words in a state standard that will help you write
objectives and valid assessments.
◦ Use the Bloom’s grid to identify holes in existing instruction.
◦ Analyze standards and objectives to create meaningful assessments.
Objectives
Think about a lesson/training you have delivered or participated in that was particularly effective. What do you think made it so effective?
Now think about one that was particularly ineffective. What do you think made it so ineffective?
What Works
Often, the lack of effectiveness of a lesson/training can be attributed to misalignment.◦ There is too much reading◦ The instruction isn’t relevant to my life/job◦ There was stuff on the test I didn’t learn◦ There were “trick” questions◦ The training didn’t result in improved workplace
performance
Alignment:◦ Need - Objectives – Instruction – Practice - Assessment
Alignment
Create correct answers based on knowledge of a reading selection.
Apply use of ideas and details to creation of correct answers.
Evaluate information within the question to determine the best possible answer.
Verb-focused Faux Pas
What do I want learners to be able to do? (the learning question) How will they show me they can do it? (the assessment question) What tools/knowledge/skills do they need to
do it? (the instruction question)
Backwards Design
Hook Objectives and Assessment introduction For each objective:
◦ Instruction/Content◦ Guided Practice
Summary Independent Practice Check for Understanding/Review Assessment Review and Generalizations to enhance
transfer
Lesson Model
Bloom’s Taxonomy
Specific Measurable Acceptable to stakeholders Realistic to achieve Time-bound with a deadline
SMART Objectives
The student will learn to distinguish among confederal, federal, and unitary systems of government.
Verb: distinguish (cognitive process) Noun: confederal, federal, and unitary
systems of government (knowledge) Analyze, Conceptual Knowledge
Placing objectives in the grid
OBJ
What system of government is this? How do you know it is the type of system
you say it is? What changes would need to be made to
transform this system into the other two systems?
Aligning assessment
OBJ
Assessment
Definitions Examples and Non-examples Diagrams
Aligning Instruction
Instruction
OBJInstruction
Assessment
Instruction
The student will learn to differentiate between rational numbers and irrational numbers.
Verb: differentiate (analyze) Noun: rational numbers and irrational
numbers (conceptual) Analyze, Conceptual Knowledge
Placing objectives in the grid
OBJ
To what number system, rational or irrational, do all of these numbers belong?
How do you know it is the type of number set you say it is?
How could you change each number so it is an example of the other number system?
Aligning assessment
OBJ
Assessment
Definitions Examples and Non-examples Diagrams
Aligning Instruction
Instruction
OBJInstruction
Assessment
Instruction
Learners will know airport codes Verb: Know
◦ Remember or Understand? Remember Noun: Airport Codes (factual) Remember, Factual Knowledge
Placing objectives in the grid
OBJ
Matching Multiple Choice Short answer
Aligning assessment
OBJAssessment
Definitions Rehearsal Mnemonics Lots and lots of practice
Aligning Instruction
OBJAssessmentInstruction
Instruction
Students will write a literary analysis of Moby Dick, explaining and evaluating how the author uses of metaphor and characterization to advance the moral of the story.
Verb: write, explain, evaluate Noun: literary analysis, use of metaphor and
characterization Apply, Analyze, Evaluate, Create Conceptual and Procedural Knowledge
Placing objectives in the grid
OBJ
OBJ
OBJOBJ OBJ
Students will write a literary analysis of Moby Dick, explaining and evaluating how the author uses of metaphor and characterization to advance the moral of the story.
Need a rubric Rubric should reflect the elements of the
objective
Aligning assessment
OBJ
OBJ
OBJOBJAssessment
OBJ
Definitions Examples and modeling Learner guidance with scaffolding Iterative assessment
Align Instruction
OBJ
OBJ
OBJOBJAssessment
OBJ
Instruction
Instruction
Instruction
Instruction
Instruction
Instruction
Instruction Instruction
Recognize sexual harassment in the workplace
Verb: Recognize (Remember?) Verb: Evaluate Noun: sexual harassment (Factual?) Evaluate, Conceptual Knowledge
Placing objectives in the grid
OBJ
Describe the criteria that constitutes sexual harassment.
Scenarios
Aligning assessment
OBJAssessment Assessment
Assessment?
Assessment
Definitions Examples and non-examples Scenarios
Aligning Instruction
OBJAssessment Assessment
Assessment?
AssessmentInstruction
Instruction Instruction
Learners will list the steps in the customer service escalation process.
List (Remember) Steps (Factual Knowledge) Learners will explain the steps in the customer service
escalation process Explain (Understand) Steps (Conceptual Knowledge) Learners will use the steps in the customer service
escalation process to deal with a customer complaint call. Use (Apply) Steps (Factual Knowledge, Conceptual Knowledge,
Procedural Knowledge)
Placing Objectives in the Grid
Explain different elements of figurative language, including simile, metaphor, personification, hyperbole, symbolism, allusion, and imagery in a literary selection. (Reading, Grade 9, Strand 2, Concept 1, PO 2)
State Standards - Reading
Justify with examples the relation between the number system being used (natural numbers, whole numbers, integers, rational numbers and irrational numbers) and the question of whether or not an equation has a solution in that number system.
(Grades 9-10, Strand 1, Concept 1, PO 1)
State Standards - Math
Predict the outcome of an investigation based on prior evidence, probability, and/or modeling (not guessing or inferring).
(High School, Strand 1, Concept 1, PO 4)
State Standards - Science
Use appropriate maps and other graphic representations to analyze geographic problems and changes over time.
(High School, Strand 4, Concept 1, PO 3)
State Standards – Social Studies
Training Need/Instructional Goal Objective
◦ Verb◦ Noun
Align Instruction Align Assessment
Your Examples
