Levels of thinking and reasoning [modo de compatibilidad]

Levels of Thinking and

ReasoningReasoning

The Bloom -Marzano Hierarchy

APHORISM OF THE MONTH

If you always do what you always

did, you will always did, you will always get what you always got.

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 resp onse 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 t o have three scenarios:

business as usualbusiness as usualsmart working with performance managementdoing things differently

The problem is that, like circus animals trained to jump through hoops, health planners and managers dont know what they dont kn ow, 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

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.

Pre-Assessment

On your own paper, construct a circle map.

Within your circle write down all you know down all you know about Blooms Taxonomy.

Blooms Taxonomy

Blooms Taxonomy

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

Benjamin Bloom wanted a way to

Bloom publishes his Taxonomy of

Educators use the taxonomy

to write instructional objectives.

Assessments

Blooms 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.

Blooms Taxonomy

Blooms Taxonomy was updated in 2001 by Anderson and Krathwol.

?

Taxonomy Redefined

Problems with Blooms 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).

Learning: What We Now Know

Learning must take into account the

types of knowledge

Learning must take into account the

learners control of types of knowledge

as well as the thinking processes

required for manipulating that

knowledge.

learners control of his or her own

thinking as well as the role of emotion

and interest in acquiring

knowledge.

The Birth of Marzanos Hierarchy

Robert Marzano set out to repair the deficiencies of Blooms Taxonomy in the 1990s.

The result was Designing a New Taxonomy of Educational Objectives (2001).

Revised as The New Taxonomy of Educational Objectives (2006)

Marzano and Altamira

Altamiras 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 what could teach what they test and test what they teach.

Marzano and Altamira

Misconception Alert: Instead, AIS has

hybridized Marzanos

Altamira will not fully adopt Marzanos hierarchy.

hybridized Marzanos work with the original Blooms Taxonomy.

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.

A Closer Look at Bloom and Marzano

Who can name the levels of Blooms Taxonomy?

Knowledge

ComprehensionBlooms

Taxonomy

Comprehension

Application

Analysis

Synthesis

Evaluation

Bloom-Marzano Hybrid

Knowing

Organizing

ApplyingHybrid Taxonomy

Applying

Analyzing

Generating

Integrating

Evaluating

Similarities and Differences

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

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

Bloom-Marzano Hybrid:

DefinitionsLEVEL DEFINITION

Knowing Gathering, storing, and recalling information

Organizing Arranging and classifying information

Low-Level Cognitive

Tasksinformation


Analyzing Examining relationships among parts




Tasks

High-Level Cognitive

Tasks

Part 1: Low-Level

Cognitive Tasks

LEVEL DEFINITION

Knowing Gathering, storing, and recalling Knowing Gathering, storing, and recalling information

Organizing Arranging and classifying information


What does Knowing mean?

describe

identify label

use the senses to

Knowing

list

recall information

store information in memory

senses to observe

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.

Knowing Questions

What is federalism?A. a form of government with elected

representativesB. a division of power between the

national and state governmentsC. a belief in the idea of national

sovereigntyD. a form of government in which elected

officials make all economic decisions

Knowing Questions

What led to the decline of soapstone mining?

A. Dwindling suppliesB. Discovery of micaC. Preference for potteryD. Interest in gold mining

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

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 Comparedistributions of univariate data.

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.

Organizing Questions

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

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 -- Applyunderstanding of conventional written and spoken expressions in a variety of settings by using appropriate and exact words to influence reactions, perceptions, and beliefs.

Applying Questions

Which propaganda technique is represented by the quote My opponent is soft on crime!?

A. Name callingB. BandwagonC. Glittering generalityD. Stacked cards

Applying Questions

A boulder falls from a cliff. What is the boulders acceleration during the fifth second of the fall?

A. 2.0 m/s 2

B. 9.8 m/s 2

C. 20.0 m/s2

D. 98 m/s2

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.

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.

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 dosomething 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 .

Part 2: High-Level

Cognitive Tasks

LEVEL DEFINITION

Analyzing Examining relationships among partsAnalyzing Examining relationships among parts




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

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.

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 H 2O and expand.B. The cell will lose H 2O 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 H 2O with its

surroundings.

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.

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

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 regarding remote 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.

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 JayB. To reveal Hannahs wisdomC. To foreshadow the choice Jay will have

to makeD. To reduce the tension building between

Jay and Hannah

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.

What does Integrating mean?

connecting and

combining information

Integratingsummarizinggeneralizing

from examples or

details

restructuring ideas to

include new information

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.

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.

Integrating Questions

A house plant is wilting; however, it is still green. What vital resource is it most likelylacking?

A. Plant foodB. WaterC. SunlightD. Air

What does Evaluating mean?

judging the reasonableness of information

Evaluatingestablishing criteria for

judging

checking the accuracy of

claims

rating ideas by quality

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.

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 Trevors 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.

Evaluating Questions

Which of the following pieces of information is most helpful in supporting the writers 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

owners manual together.

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.

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?

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 with This 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.


ClassroomTeachers should incorporate Marzanos

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.


ClassroomUse 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.


ClassroomEmbed using the vocabulary of the

hierarchy in everyday work without focusing on the structure itself:

Students do not need to knowStudents do not need to knowthe levels of thinking and reasoning.

Students do need to know what common terms like verify, assess, analyze, and infer mean.


ClassroomDoes 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.

Marzano and CITW

How does this hierarchy connect to Marzanos Classroom Instruction that Works?

Similarities and Differences

Comparing & Classifying = OrganizingDifferences OrganizingMetaphors & 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

Thinking Skills Levels: Thinking Maps

Knowing Organizing Applying Analyzing Generating Integra ting Evaluating

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 and background

knowledge of the student.

understood and applied to classroom practice.

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.

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?

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?

Conclusion

Questions?Comments?Next Steps?