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Can we check out internet infrastructure before the start of the next school year. Today we were experiencing drops of internet service during the PD. This will cause major problems in the classroom if it happens consistently. This would also make it more difficult for teachers to move forward with embracing new technologies and changing.

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We need a systematic way to upload and share agendas. Maybe all agendas should be loaded to a PD folder that Sims share with everyone. I still love getting the email that says "this document has been shared with you." Don't stop those emails. It would be nice to have ALL agendas in one place to find later. Again, I really like the interactive agendas with all the links in them. I plan to use them next year. Maybe all agenda's could be copied and pasted to a central folder.

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This link might help us use different word in our objectives.

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Note: This site is moving to KnowledgeJump.com. Please reset your bookmark.

Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes.

The Three Domains of Learning

The committee identified three domains of educational activities or learning (Bloom, et al. 1956):

Since the work was produced by higher education, the words tend to be a little bigger than we normally use. Domains may be thought of as categories. Instructional designers, trainers, and educators often refer to these three categories as KSA ( Knowledge [cognitive], Skills [psychomotor], and Attitudes [affective]). This taxonomy of learning behaviors may be thought of as "the goals of the learning process." That is, after a learning episode, the learner should have acquired a new skill, knowledge, and/or attitude.

While the committee produced an elaborate compilation for the cognitive and affective domains, they omitted the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills within the college level. However, there have been at least three psychomotor models created by other researchers.

Their compilation divides the three domains into subdivisions, starting from the simplest cognitive process or behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised, such as the Structure of Observed Learning Outcome (SOLO). However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today.

Cognitive Domain

The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories of cognitive an processes, starting from the simplest to the most complex (see the table below for an in-depth coverage of each category):

The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next one can take place.

Bloom's Revised Taxonomy

Lorin Anderson, a former student of Bloom, and David Krathwohl revisited the cognitive domain in the mid-nineties and made some changes, with perhaps the three most prominent ones being (Anderson, Krathwohl, Airasian, Cruikshank, Mayer, Pintrich, Raths, Wittrock, 2000):

The chart shown below compares the original taxonomy with the revised one:

This new taxonomy reflects a more active form of thinking and is perhaps more accurate. The new version of Bloom's Taxonomy, with examples and keywords is shown below, while the old version may be found here

Table of the Revised Cognitive Domain

Cognitive Processes and Levels of Knowledge Matrix

Bloom's Revised Taxonomy not only improved the usability of it by using action words, but added a cognitive and knowledge matrix.

While Bloom's original cognitive taxonomy did mention three levels of knowledge or products that could be processed, they were not discussed very much and remained one-dimensional:

Factual - The basic elements students must know to be acquainted with a discipline or solve problems.

Conceptual - The interrelationships among the basic elements within a larger structure that enable them to function together.

Procedural - How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.

In Krathwohl and Anderson's revised version, the authors combine the cognitive processes with the above three levels of knowledge to form a matrix. In addition, they added another level of knowledge - metacognition:

Metacognitive - Knowledge of cognition in general, as well as awareness and knowledge of one's own cognition.

When the cognitive and knowledge dimensions are arranged in a matrix, as shown below, it makes a nice performance aid for creating performance objectives:

The Cognitive Dimension

However, others have identified five contents or artifacts (Clark, Chopeta, 2004; Clark, Mayer, 2007):

Facts - Specific and unique data or instance.

Concepts - A class of items, words, or ideas that are known by a common name, includes multiple specific examples, shares common features. There are two types of concepts: concrete and abstract.

Processes - A flow of events or activities that describe how things work rather than how to do things. There are normally two types: business processes that describe work flows and technical processes that describe how things work in equipment or nature. They may be thought of as the big picture, of how something works.

Procedures - A series of step-by-step actions and decisions that result in the achievement of a task. There are two types of actions: linear and branched.

Principles - Guidelines, rules, and parameters that govern. It includes not only what should be done, but also what should not be done. Principles allow one to make predictions and draw implications. Given an effect, one can infer the cause of a phenomena. Principles are the basic building blocks of causal models or theoretical models (theories).

Thus, the new matrix would look similar to this:

The Cognitive Dimension

An example matrix that has been filled in might look something like this:

Next Steps

Review

Useful Links

References

Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon.

Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.

Clark, R., Chopeta, L. (2004). Graphics for Learning : Proven Guidelines for Planning, Designing, and Evaluating Visuals in Training Materials . San Francisco: Jossey-Bass/Pfeiffer.

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Bloom's Taxonomy was created under the leadership of Benjamin Bloom in order to promote higher forms of thinking in learning and education, such as analyzing and evaluating, rather than just remembering facts.

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This method of attaching the Approaches to Learning (ATL) to a standard is very different from the way IB MYP teaches it. They move from a general global idea to a specific ATL and standard. I'm not saying one way is better than the other. I do notice that the approach we are using limited us to using only three ATLs.

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Last year we mentioned a global binder for every freshmen. I think we should move forward with this idea. This will support Andujar's idea of every student to have a list of terms.

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Small moment of realization during today's session.

We were breaking down a literacy standard which states "Delineate and evaluate the argument and specific claims in a text..."

However, we managed to reword it in such a way that students will hit upon this standard, achieve it with simple but direct rewording... " outline the argument and specific claims in a text".

I realized how straightforward and simple this can be as long as you don't get caught up in the over thinking.

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Is there a time limit PARCC

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Ensuring Every Student Succeeds - PARCC Resource Center

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Since 2010, the PARCC states have been leaders in developing assessments that measure students' readiness to succeed in college and career.

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https://sites.google.com/a/cps.edu/kc/curriculum/content-area-subpages/literacy/4-literacy-benchmark-assessments/sy13-14-literacy-benchmark-assessments

Look up information on the CPS knowledge center

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https://sites.google.com/a/cps.edu/kc/curriculum/content-area-subpages/literacy/4-literacy-benchmark-assessments/sy13-14-literacy-benchmark-assessments

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I think it will take time to learn all the terms-it's cionfusing;skill, cluster, atl,strand,trait,,,

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I think the jigsaw is a great idea.... student centered learning

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In the first week of school have the students

jigsaw this and have them break down the standard

and link the ATLs and how as a class we are going to

approach what we are learning.

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How will this develop over time for Bogan? When will we have the time to fully develop these ideals into units.?

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do each core per month

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IB is also student center so share

these documents with the students

and have them use the ATL and the learner profile.

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I appreciate the intellectual curiosity and discussion in the 9th grade group!

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Summer Professional Development?

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It was nice having all of the information with links in one place. Moving forward, I would like to have access to these materials one or two days before the PD.

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Hey it works!!

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inquiring minds

reflective