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January 2012 rbt presentation

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Revised Blooms

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January 2012 rbt presentation

  1. 1. Questioning Strategies January 22, 2013 Pitt County Schools
  2. 2. Why Revised Blooms AGAIN??? Simply put, RBT forms the foundation by which the new standards must beunderstood, analyzed, and implemented in the classroom.
  3. 3. NCEES Standard IVe. Teachers help students develop critical-thinking andproblem-solving skills. Teachers encourage students toask questions, think creatively, develop and testinnovative ideas, synthesize knowledge, and drawconclusions. They help students exercise andcommunicate sound reasoning; understandconnections; make complex choices; and frame,analyze, and solve problems.
  4. 4. Where We Are
  5. 5. Where We Said We’re Going
  6. 6. Destination vs. Location Destination Location Instruction should Instruction increasingly require overwhelmingly limits students to do more tasks to simpleapplication, analysis, evalu remembering and ation, and creation understanding with limited application and next to no analysis, evaluation, or creation.
  7. 7. Old vs. NewOriginal Bloom’s Revised Bloom’s
  8. 8. Old vs. New Original Bloom’s Revised Bloom’s• Hierarchical (you can’t • Non-Hierarchical proceed from bottom to (activity at higher levels top until you master the does not require bottom) mastery at lower levels)• One dimensional (uses • Two dimensional (uses a continuum) a table)• Noun-based • Verb based
  9. 9. The Over-Simplification• Previous discussion was limited to two areas – Switch from nouns to verbs – Swapping of “top two” categories• The attempt to be clear and concise led to confusion and resulted in an abandonment of RBT for other models• It’s not that other models are bad, and they can inform what we do in PCS, but in an effort to maintain focus our work must be understood through the filter of RBT (as required by NCES)
  10. 10. The Clarification• Today we’ll examine the RBT Table & understand the break-down of the cognitive processes• Big Idea: Revised Bloom’s Taxonomy• Essential Question: Why is it important to understand the difference between levels of student work?• Target: Teachers can engage students instructionally with deep-thought requiring tasks• Criteria for Success: Teachers will be successful when they implement deep-thinking tasks with students.
  11. 11. The Clarification: Three ChangesDr. Lorin Anderson was a student of BenjaminBloom and co-author of the Revised Bloom’sTaxonomy.WARNING: The video is not the most interestingpresentation to watch, but the content is second-to-none; please do not allow the presentation todistract from the content NC Education Excerpt #1
  12. 12. The Clarification: The DimensionsThere are only 19 cognitive processes divided into six categoriesNC Education Excerpt #2
  13. 13. The Clarification: The TableNC Education Excerpt #3 (Last one! YEE-HAW!)
  14. 14. A Shameful Commercial:For the record, you have watched about 20 minutes of this required module from DPI(similar to NC Falcon). Aren’t you glad youdon’t have to take it individually and spendover 2 hours doing it like teachers in other districts? 
  15. 15. Let’s Practice (Last Video, We Promise) Using your handouts (Structure of the Cognitive Process and the RBT Table),classify all the questions in your respectiveclassroom video. Be prepared to discuss as a small group. Elementary Classroom Example Secondary Classroom Example
  16. 16. So What?Where we go from here
  17. 17. As you work in your PLCs today analyzing testresults, ensure you are correctly aligning your CFA questions to the correct cognitive & knowledge dimensions required by the standards. As you plan individually today, draft specificsome activities and specific questions into your plans to ensure you are pushing students to work at all levels of RBT.

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