Future Ready Schools Revised Bloom’s Taxonomy • The use of a common taxonomy • (Revised Bloom’s or RBT) • Conceptually written standards • Strands • Provides the cognitive framework used for all of the North Carolina Essential Standards • Provides common language for all curriculum areas • Use of one verb 1
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Future Ready Schools Revised Bloom’s Taxonomy The use of a common taxonomy (Revised Bloom’s or RBT) Conceptually written standards Strands Provides the.
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Future Ready Schools
Revised Bloom’s Taxonomy• The use of a common
taxonomy • (Revised Bloom’s or RBT)• Conceptually written standards• Strands• Provides the cognitive
framework used for all of the North Carolina Essential Standards
• Provides common language for all curriculum areas
• Use of one verb
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Future Ready Schools
Four Fundamental Questions for Effective Curriculum Development
1. THE LEARNING QUESTION:
What is important for students to learn in the limited school and
classroom time available? (Prioritized and focused)
2. THE INSTRUCTION QUESTION:
How does one plan and deliver instruction that will result in high
levels of learning for large numbers of students? ( Success for all)
3. THE ASSESSMENT QUESTION
How does one select or design assessment instruments and
procedures that provide accurate information about how well
students are learning? (Assessment for learning and less assessment of learning)
4. THE ALIGNMENT QUESTION:
How does one ensure that objectives, instruction and assessment
are consistent with one another? (the degree of consistency)
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IF WE BELIEVE ALL KIDS CAN LEARN…
What is it we expect them to learn?
Future Ready Schools
Student Outcomes
Future Ready Schools
Future Ready Schools
RememberingRetrieve relevant knowledge from long-term memory
•Make a story map including main events…•Make a time line of a typical day…•Make a concept map of the topic…•Write a list of keywords you know about…•What characters were in the story?•Make a chart showing…• Recite a poem or procedure.
Future Ready Schools
Questions for Remembering
• What happened after...?• How many...?• What is...?• Who was it that...?• Can you name ...?• Find the definition of…• Who spoke to...?• Which is true or false...?• Where were you when you learned this…(Pohl, Learning to Think, Thinking to Learn, p. 12)
Future Ready Schools
The line of demarcation in the 6 cognitive categories
a) Classify the following (unfamiliar) organisms as vertebrates or non-vertebrates.
b) Explain the causes of the American Revolution.
c) Give examples of various kinds of chemical compounds.
d) Represent number sentences expressed in words as algebraic equations expressed in symbols.
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UnderstandingThe learner grasps the meaning of information by interpreting and translating what has been learned.– Interpreting– Exemplifying– Classifying– Summarizing– Inferring– Comparing– Explaining
• Write in your own words…• Cut out, or draw pictures to illustrate a particular event in
the story.• Report to the class…• Illustrate what you think the main idea may have been.• Develop a cartoon strip showing the sequence of events in
the story.• Write and perform a play based on the story.• Write a brief outline to explain this story to someone else• Explain why the character solved the problem in this
particular way• Explain the components of a summary report.• Prepare a flow chart to illustrate the sequence of events.• Paraphrase this chapter in the book.• Retell in your own words.
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Questions for Understanding• Can you explain why…?• Can you write in your own words? • How would you explain…?• Can you write a brief outline...?• What do you think could have happened next...?• Who do you think...?• Explain what was the main idea...?• Can you clarify…?• Can you illustrate…?• Does everyone act in the way that …….. does? Explain
why or why not!
(Pohl, Learning to Think, Thinking to Learn, p. 12)
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3. ApplyCarry 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 & often change sequence (e.g., a flowchart)
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Applying
The learner makes use of information in a context different from the one in which it was learned.– Implementing– Carrying out– Using– Executing
Can you use the information in another familiar situation?
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Examples of Apply
a) Add 3-digit numbers.b) Use the most effective,
efficient, and affordable method of conducting a research study to address a specific research question.
Student roles• Solves problems• Demonstrates use of
knowledge• Calculates• Carries out…• Implements • Executes • Active recipient
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Applying: Potential Activities and Products
•Construct a model to demonstrate how it looks or works.•Practice a play and perform it for the class with your own interpretation.•Make a diorama to illustrate an event.•Construct a journal entry• Develop a scrapbook about the area of study.• Develop a “flow chart”…• Carry out a known procedure..
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Questions for Applying
• Do you know of another instance where…?• Can you group by characteristics such as…?• Which factors would you change if…?• Develop questions to ask…?• From the information given, can you develop a set of
instructions about…?• Modify a procedure…
(Pohl, Learning to Think, Thinking to Learn, p. 13)
Future Ready Schools
4. AnalyzeBreak material into its constituent parts and
determine how the parts relate to one another and to an overall purpose.
Cognitive processes:4.1 Differentiating [e.g. the relevant from
the irrelevant parts.]4.2 Organizing [The ways that elements fit
or function within the overall structures.]4.3 Attributing [Determine a point of view,
bias, values, or intent underlying presented material.]
Future Ready Schools
Examples of Analyze
a) In reading a passage on the battle of Camden, determine whether the author takes the perspective of the Americans or the British.
b) Select the major points in research reports.
c) Read a textbook lesson on statistics and generate a matrix that includes each statistic’s name, formula, and the conditions under which it should be used.
Future Ready Schools
Do you assess your students with cold reading?
Many assessments simply ask studentsto do something with readings thathave been discussed in class---whichtaps memorization more often thanunderstanding, much less analysis.
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AnalyzingThe learner breaks learned information into its parts
to best understand that information.– Discriminating– Distinguishing– Focusing– Selecting– Finding coherence– Intergrating– Outlining– Structuring– Deconstructing
Can you break information into parts to explore understandings and relationships?
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Products include: Breaking information down
into its component elements
• distinguish fact from opinion (or reality from fantasy
• connect conclusions with supporting statements
• distinguish relevant from extraneous material
• determine how ideas are related to one another
• ascertain the unstated assumptions involved in what is said;
• distinguish dominant from subordinate ideas or themes in poetry or music; and
• find evidence is support of the author’s purposes.
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Classroom Roles for AnalyzingTeacher roles• Probes• Guides• Observes• Formatively assess
with constructed response questions• Questions• Organizes•
• Determines the major points in a research report.• Select the main steps in a written description of how
something works.• Divide the process into major steps.• Distinguish between relevant and irrelevant numbers in
a word problem.• Constructed response task..• Recognizing how things fit together coherently• Identify the systemic, coherent relationships among
relevant elements• Written outline of a passage..• A process of deconstruction—determining the
underlying point of view or intention.
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Questions for Analyzing
• What is the author’s purpose in writing the essay on..?• If. ..happened, what might the ending have been?• How is...similar to...?• How do these elements fits together?• Why did...changes occur?• Can you infer what must have happened when...?• What are some of the problems of...?• Can you distinguish between...?• What were some of the motives behind..?• Defend the author’s point of view..• Determine the bias in this article….
(Pohl, Learning to Think, Thinking to Learn, p. 13)
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5. EvaluateMake 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.]
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Examples of Evaluate
a) Apply the International Examination Board criteria to judge the quality of a choral performance.
b) Determine whether a scientist's conclusion follows the observed data noted in the report.
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EvaluatingThe learner makes decisions based on in-depthreflection, criticism and assessment.
• Write a letter to the editor…• Prepare and conduct a debate…• Prepare a list of criteria to judge…• Write a persuasive speech arguing for/against…• Make a booklet about five rules you see as important.
Convince others.• Form a panel to discuss viewpoints on….• Write a letter to. ..advising on changes needed.• Write a half-yearly report.• Prepare a case to present your view about...• Evaluate the character’s actions in the story
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Questions for Evaluating• Is this process sufficiently effective?• Is this process of sufficient quality?• Is this machine working as efficiently as it should be?• Is this method the best way to achieve the goal?• Is this approach more cost effective than other
approaches?• Read a report of a chemistry experiment and
determine whether or not the conclusion follows from the results of the experiment.
• Judging the merits of a particular solution to a problem ie. Acid rain
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6. CreatePut elements together to form a coherent or functional whole; reorganize elements
into a new pattern or structure.
Phases:6.1 Generating – coming up with alternative
hypotheses based on criteria6.2 Planning – devising a procedure for
accomplishing some task 6.3 Producing – Inventing a product
Future Ready Schools
Examples of Create
a) Identify as many ways as possible to use a brick.
b) Develop a technological design for a product that meets designated criteria.
Future Ready Schools
CreatingThe learner creates new ideas and information using what has been previously learned.
• Invent a machine to do a specific task.• Design a robot to do your homework.• Create a new product. Give it a name and plan a marketing campaign.• Write about your feelings in relation to...• Write a TV show play, puppet show, role play, song or pantomime
about..• Design a new monetary system • Develop a menu for a new restaurant using a variety of healthy foods• Design a record, book or magazine cover for...• Sell an idea• Devise a way to...• Make up a new language and use it in an example• Write a jingle to advertise a new product.
Future Ready Schools
Questions for Creating• Can you design a...to...?• Can you see a possible solution to...?• If you had access to all resources, how would you deal with...?•Why don't you devise your own way to...?• A solution method would be…?•How many ways can you...?• Create a product that corresponds to certain specifications….•Devise a plan for determining….?
Future Ready Schools
Web Resources
•DPI LinkUnpacking Science Essential Standards
using Curriculum Topic Study and Science resources on the Science WIKI:
http://scnces.ncdpi.wikispaces.net/
Future Ready Schools
Curriculum Cycle• June 2010: North Carolina State Board of
Education adoption of the CCSS• 2010-2011: Item development for the Next
Generation of Assessments• 2011-2012: Administration of stand-alone field
tests of assessments• 2012-2013: Operational administration of
assessments aligned to the CCSS- NCDPI• 2013-2014: Operational administration of
assessments aligned to the CCSS-NCDPI• 2014-2015: National assessments aligned to the
CCSS (Smarter Balanced Assessment Consortium)
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Future Ready Schools
Three Shifts in Literacy
Shift 1
Shift 2
Shift 3
Informational and NonfictionBuilding knowledge through content-rich nonfiction and informational texts
EvidenceReading and writing grounded in evidence from text
Complex TextsRegular practice with complex text and its academic vocabulary
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Future Ready Schools
Science Grade 5
NCSCoS - ScienceInterdependence of plants and animals
25-30%
Landforms 20-25%
Weather and Climate
20-25%
Forces and Motion
25-30%
Essential Standards - Science
Forces and Motions 13-15%
Matter: Properties and Change
12-14%
Energy: Conservation and Transfer
11-13%
Earth Systems, Structures, and Processes
15-17%
Structures and Functions of Living Organism
14-16%
Ecosystems 14-16%
Evolution and Genetics
13-15%
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Future Ready Schools
Science Grade 8
NCSCoS - ScienceScientific Inquiry 48-52%
Technological Design
28-32%
Investigations –Hydrospace
28-32%
Chemistry 25-30%
Evolution in Organisms and Landforms
20-25%
Cell Theory 8-12%
Microbiology 8-12%
Essential Standards - Science
Matter: Properties and Change
14-16%
Energy Conservation and Transfer
10-12%
Earth Systems, Structures, and Processes
13-15%
Earth History 11-13%
Structures and Function of Living Organisms
19-23%
Ecosystems 9-11%
Evolution and Genetics 11-13%
Molecular Biology 8-10%
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Future Ready Schools
Biology High School
NCSCoS - BiologyScientific inquiry 28-32%
Physical, chemical, and cellular basis of life
25-30%
Continuity of life and the changes of organisms over time
30-35%
Unity and diversity of life 25-30%
Ecological relationships among organisms
15-20%
Essential Standards - Biology
Structure and Function of Living Organisms
18-22%
Ecosystems 18-22%
Evolution and Genetics
43-53%
Molecular Biology 15-19%
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Future Ready Schools
Text Complexity•K-12 texts have become easier; college texts have not. •College textbooks, workplace texts, and newspapers are more demanding than materials used in 12th grade.•Instruction with HS texts is heavily scaffolded while students are expected to read independently in college.•The reading load in college is substantially more than what students typically experience in lower grades.
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Future Ready Schools
Science in CCSS
» Reading/Writing Standards for Literacy in Science