Ppt Marzano Taxonomy 1 2b333o
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The New Taxonomies: Moving From the Knowledge Age to the Conceptual Age
Valorie Hargett, Section Chief Social Studies/English Language Arts Secondary Division North Carolina Department of Public Instruction
Fall 2006
IF … Intelligence is teachable, learnable, multiple types Intelligence is impacted by experience, instruction and/or by nature Intelligenceis flexible and subject to change, both up and down Intelligence has the capacity to continue growing throughout one’s life Intelligence (cognitive functioning) is enhanced and/or impacted by certain interventions
THEN… What are our universal frameworks, models or theories in which we communicate with one another to “grow or increase” our cognitive capacity? Fall 2006
Introducing the 1950’s Benjamin Bloom Used for the past fifty years as a codification system whereby educators could design learning objectives that have a hierarchical organization Remains a standard reference for discussions of testing and evaluation, curriculum development and teaching and teacher education. Became a powerful tool for objectives-based evaluation that had not been achieved before Fall 2006
Model of Evaluation
1965 - Elementary and Secondary Education Act (ESEA) 1970 - Statewide testing 1980 - Higher levels of thinking 1983 - A Nation at Risk 1984 - ASCD, Racine, Wisconsin 1985 - 32 States testing 1990 - Additional states enter 2001 - NCLB Fall 2006
The Original Bloom’s Taxonomy Framework for communication between individuals Tool for deg test items especially multiple choice
Fall 2006
The Original Bloom’s Taxonomy Evaluation Synthesis
Analyzes Application Comprehension Knowledge Fall 2006
The Original Bloom’s Taxonomy Evaluation Synthesis
Analyzes Application Comprehension Knowledge Fall 2006
All NOUNS for processes
One dimensional
Hierarchical
Degrees of difficulty as the basis for the difference between levels of the taxonomy
Multiple types of Knowledge
Very cognitively ambiguous verbs
Failure for trained educators to recognize questions at higher levels as more difficult than at lower levels
Evaluation Synthesis Analysis Application Comprehension Knowledge
The Original Bloom’s Taxonomy Fall 2006
Why the Revised Taxonomy? Historical link (1949 to the present) Two dimensions match the structure of all objectives: subject-verb-object. Verbs are critical since they represent the cognitive processes; objects, in noun form, represent the subject-matter content. Complete “crossing” of rows with columns (i.e., students can factual, conceptual, procedural, and metacognitive knowledge). Fall 2006
THE TAXONOMY TABLE
1.
A. Factual Knowledge
B. Conceptual Knowledge
C. Procedural Knowledge
D. Metacognitive Knowledge
Fall 2006
2. UNDERSTAND
3.
4.
5.
6.
APPLY
ANALYZE
EVALUATE
CREATE
The Revised Bloom’s Taxonomy Table Project Bright IDEA 2 KindergartenLanguage Arts The Cognitive Process Dimension
The Knowledge Dimension A Factual Knowledge B Conceptual Knowledge C Procedural Knowledge
1
2 Understand
3 Apply
4 Analyze
5 Evaluate
6 Create
G2.03A1 G1.04A1
G1.01A2 G1.02A2 G1.04A2 G1.05A2 G2.05A2 G4.06A2 G5.01A2 G3.02B2
G1.03A3 G2.01A3 G2.02A3 G2.03A3 G2.07A3 G3.01A3 G3.04A3 G4.01A3 G4.02A3 G4.03A3 G4.04A3 G4.05A3 G5.02A3 G5.03A3 G3.04B3 G5.01B3
G3.03A4
G2.04A6
G4.06B4 G5.01B4 G5.01B4
G2.06C2
G4.06C6
D Meta Cognitive Knowledge
Fall 2006
Major Characteristics of Bloom’s Framework Two Dimensions Cognitive processes Knowledge Dimensions Cognitive Processes renamed and reorganized Least cognitively ambiguous verbs Knowledge Subcategories renamed and reorganized Strong verb-noun relationship Fall 2006
Major Characteristics of Bloom’s Analysis and alignment for learning, teaching and assessment (format/structure) Tool for unpacking standards Tool for extending standards Tool for defensible differentiated instruction Not a cumulative hierarchy Subcategories overlap Omission of problem solving and critical thinking Fall 2006
THE TAXONOMY TABLE
A. Factual Knowledge
B. Conceptual Knowledge
C. Procedural Knowledge PROCEDURAL D. Metacognitive Knowledge
OPINION
Fall 2006
1.
2. UNDERSTAND
MEMORY
UNDERSTAN D
3.
4.
5.
6.
APPLY
ANALYZE
EVALUATE
CREATE
Deg a New Taxonomy of Educational Objectives
“A place holder for my thinking.” Robert Marzano
Fall 2006
A New Taxonomy of Educational Objectives Robert Marzano
Model of Behavior New Task SelfSystem Decides to Engage No Š Continue current behavior
YES Metacognitive System Sets Goals and Strategies
Cognitive System
Processes Relevant Information
Knowledge Domain
Fall 2006
The New Taxonomy of Educational Objectives by Robert Marzano Three Systems and Knowledge Self System Beliefs about the importance of the Belief about the Efficacy (ability knowledge to learn)
Emotion associated with knowledge
Overall Motivation to Learn Metacognitive System Specifying learning goal
Monitoring for execution of knowledge
Monitoring for clarity
Monitoring for accuracy
Cognitive System Retrieval Recall
Execution
Comprehension Synthesis
Representation
Analysis Matching
Classifying Error Analysis
Knowledge Utilization Generalizing
Knowledge Domain Information Conceptual and Factual
Fall 2006
Mental Procedures
Specifying
Decision Making
Problem Solving
Physical Procedures
Experimental Investigation Inquiry
Marzano’s Taxonomy Levels of Processing
1. 2.
Retrieval Comprehension
3.
Analysis
4.
Knowledge Utilization
5.
Metacognitive System
6.
Self-System
Fall 2006
Knowledge Domains 1. Information
2. Mental Procedures 3. Psychomotor Procedures
Adaptation from Developing Minds Edited by Art Costa Student and Teacher Cues and Questions For the Levels of the New Taxonomy by Robert Marzano
Level 6: Self
Fall 2006
Student Cues and Questions (Robert Marzano)
Teacher Cues and Questions
A. Examining Importance
How important is this to me? What is my reasoning? How logical is my reasoning?
How have I provided opportunity or opportunities for the students to express why this is important? How have I ed students in checking the logic in their reasoning?
B. Examining Efficacy
How capable do I think I am to learn this? What is my reasoning? How logical is my reasoning?
How have I encouraged or promoted confidence in students to learn new materials, ideas, concepts and/or procedures? How reasonable and logical are these pursuits in relationship to the request?
C. Examining Emotional Response
How have I provided opportunity or opportunities What is my emotional response for students to explore their emotional response to to this? What is the reasoning a topic, idea, concept or procedure? How have I behind my response? How assisted students in examining the logic behind logical is my response? their emotional response?
D. Examining Motivation
How have I provided opportunity or opportunities What is my level of motivation for the students to become interested in the new to learn this? What is my materials, ideas, concepts and/or procedures thus reasoning? How logical is my motivating them to be engaged in the learning reasoning? process?
Adaptation from Developing Minds Edited by Art Costa Student and Teacher Cues and Questions For the Levels of the New Taxonomy by Robert Marzano Student Cues and Questions (Robert Marzano) A. Goal Specification
B. Process Monitoring Level 5: Metacognition C. Monitoring Clarity
D. Monitoring Accuracy
Fall 2006
Teacher Cues and Questions
How have I taken time to prepare and/or provided opportunities for students to develop goals and to discuss steps for attacking problems, rules to and directions to follow? Have students created a road map to accomplish desired goals? If so, how? (Costa, 2001) How have I provided time for student reflections? Are students What is working well and what is evaluating how effective possible solutions are to problems, how not working well relative to my productive the strategies are, whether instructions were followed use of this skill or process? correctly and what would be some alternative more effective strategies for the future? (Costa, 2001) Lessons learned? How clearly are students articulating the new knowledge? Do About what am I clear and about students have a deep understanding of the knowledge (interpreting, what am I not clear in of exemplifying, classifying, summarizing, inferring, comparing and this knowledge? explaining)? (Anderson, 2001) What is my goal relative to learning this? What have I planned for accomplishing this goal?
About what am I accurate and about what am I not accurate in of this knowledge?
How accurately are students detecting errors and recovering from those errors? Identifying areas where errors most likely might occur? Selecting a strategy or strategies that will reduce the possibility of error and provide easy recovery? (Rigney, 1980)
Adaptation from Developing Minds Edited by Art Costa Student and Teacher Cues and Questions For the Levels of the New Taxonomy by Robert Marzano
A. Decision Making
Level 4: Utilization
Fall 2006
Student Cues and Questions (Robert Marzano) How can this knowledge be used to make a decision? What decision can be made about the knowledge?
How can this knowledge be used to help solve a problem? B. Problem Solving What problem can be solved about the knowledge?
C. Experimental Inquiry
How can this knowledge be used to help generate and test a hypothesis? What hypotheses can be generated and tested about knowledge?
D. Investigation
How can this knowledge be used to help investigate something?
Teacher Cues and Questions How have I provided appropriate decision making models/graphic organizers and provided instruction in how to use them correctly? Do students demonstrate understanding in how to use models across various disciplines? How have I provided appropriate problem solving models/graphic organizers and provided instruction in how to use them correctly? How do students demonstrate understanding in how to use problem solving models across disciplines? How do students understand the characteristics/indicators of good problem solving? How have I provided opportunities for students to explain their hypothesis and conclusions? Do students understand how to evaluate themselves and to become better problem solvers? Is, how? How have I provided students with appropriate models/graphic organizers for experimental inquiry? How have I used familiar content to teach students the steps for experimental inquiry? How have I provided guidance as needed? How have I provided opportunities for students to explain their hypotheses and conclusions? How have I provided students with appropriate models/graphic organizers for the process? How have I used familiar content to teach the process? How have I provided opportunities for students to explain their hypotheses and conclusions?
Adaptation from Developing Minds Edited by Art Costa Student and Teacher Cues and Questions For the Levels of the New Taxonomy by Robert Marzano
A. Matching
B. Classifying
C. Error Analysis Level 3: Analysis
D. Generalizing
E. Specifying
Fall 2006
Student Cues and Questions (Robert Marzano) How is this knowledge similar to and different from other knowledge?
Teacher Cues and Questions
How can I improve students listening, observation and description skills in order to detect correspondences between ideas, objects, concepts, principles, etc? How have I provided students with appropriate models/graphic To what general category does organizers for the process? How have I used familiar content to teach this knowledge belong? What are the process and then provided students opportunities to classify items the subcategories of this using their own rules for category hip? How have I provided knowledge? opportunities for students to explain their hypotheses and conclusions? How have I taught students how to monitor for accuracy and clarity so What errors (if any) have been as to detect and to reduce possible errors? How have I taught students made in the presentation or use of to make either a quick fix or to retreat to the last known correct this knowledge? operation and then to proceed on task? (Rigney, 1980) How have I provided students with models of deductive and inductive thinking? How have I, and possibly other colleagues, provided What generalizations can be opportunities for students to use generalizations from interdisciplinary perspectives across the disciplines? How have I monitored how well inferred from this knowledge? students understand generalizations? How will I help students who are struggling with developing understanding of generalizations? How may I guide students to develop generalizations based on stated What predictions can be made knowledge gained from the deductive and/or inductive thinking skills and proven based on this models? What hypotheses may be developed form other models knowledge? students may know and use?
Adaptation from Developing Minds Edited by Art Costa Student and Teacher Cues and Questions For the Levels of the New Taxonomy by Robert Marzano
A. Synthesis Level 2: Comprehension B. Representation
How can the basic structure of this knowledge be represented symbolically or graphically?
A. Recall
Is this accurate about the knowledge?
B. Execution
Perform this skill or process.
Level 1: Retrieval
Fall 2006
Student Cues and Questions (Robert Marzano) What is the basic structure of this knowledge - main ideas versus ing ideas, sequence of information, relationship between the parts?
Teacher Cues and Questions How have I provided students opportunities to construct meaning from instructional messages, including oral, written and graphic communication? How have students connected prior knowledge and constructed new meaning? Do students understand the relationships between ideas, wholes, and parts? If so, how? How have I provided students with opportunities to represent and structure their knowledge through graphic organizers, pictographic representations, mental images, physical models and kinesthetic representations? How have I designed instruction to allow students to store knowledge in multiple memory pathways (implicit and explicit, and opportunities to retrieve long-term information from the multiple pathways? How have I provided students opportunity or opportunities to apply the skill or process to a familiar task? How have I monitored students for possible error analysis in the execution of the skill or process?
Characteristics of Marzano’s Taxonomy A “model” or “theory” of human thought (allow for prediction of phenomenon) Flow of info ALWAYS (?) (self to metacognitive to cognitive and then knowledge) Two dimensions (Three Systems and Knowledge) Self-System -interrelated beliefs and goals Metacognitive - Goals/learning targets for new tasks
Fall 2006
Characteristics of Marzano’s Taxonomy A “model” or “theory” of human thought (allow for prediction of phenomenon) Flow of info ALWAYS (?) (self to metacognitive to cognitive and then knowledge) Two dimensions (Three Systems and Knowledge) Self-System -interrelated beliefs and goals Metacognitive - Goals/learning targets for new tasks
Fall 2006
THE TAXONOMY TABLE
1.
Retrieval
A. Factual Knowledge Information
B. Conceptual Knowledge Information
C. Procedural Knowledge Mental/Physic al Procedures D. Metacognitive Knowledge
Metacogniti on Self
Fall 2006
2. UNDERSTAND
3.
4.
5.
6.
APPLY
ANALYZE
EVALUATE
CREATE
Knowledge Comprehensio n Utilization
Analysis
Some Conclusions To solve shared problems, we need shared lenses. Shared lenses provide a common way of thinking about problems and a common language to talk about them. Any shared lens (framework) is better than no lens at all. Without a shared lens, we are all in this alone. Fall 2006
Valorie Hargett, Section Chief Social Studies/English Language Arts Secondary Division North Carolina Department of Public Instruction
Fall 2006
IF … Intelligence is teachable, learnable, multiple types Intelligence is impacted by experience, instruction and/or by nature Intelligenceis flexible and subject to change, both up and down Intelligence has the capacity to continue growing throughout one’s life Intelligence (cognitive functioning) is enhanced and/or impacted by certain interventions
THEN… What are our universal frameworks, models or theories in which we communicate with one another to “grow or increase” our cognitive capacity? Fall 2006
Introducing the 1950’s Benjamin Bloom Used for the past fifty years as a codification system whereby educators could design learning objectives that have a hierarchical organization Remains a standard reference for discussions of testing and evaluation, curriculum development and teaching and teacher education. Became a powerful tool for objectives-based evaluation that had not been achieved before Fall 2006
Model of Evaluation
1965 - Elementary and Secondary Education Act (ESEA) 1970 - Statewide testing 1980 - Higher levels of thinking 1983 - A Nation at Risk 1984 - ASCD, Racine, Wisconsin 1985 - 32 States testing 1990 - Additional states enter 2001 - NCLB Fall 2006
The Original Bloom’s Taxonomy Framework for communication between individuals Tool for deg test items especially multiple choice
Fall 2006
The Original Bloom’s Taxonomy Evaluation Synthesis
Analyzes Application Comprehension Knowledge Fall 2006
The Original Bloom’s Taxonomy Evaluation Synthesis
Analyzes Application Comprehension Knowledge Fall 2006
All NOUNS for processes
One dimensional
Hierarchical
Degrees of difficulty as the basis for the difference between levels of the taxonomy
Multiple types of Knowledge
Very cognitively ambiguous verbs
Failure for trained educators to recognize questions at higher levels as more difficult than at lower levels
Evaluation Synthesis Analysis Application Comprehension Knowledge
The Original Bloom’s Taxonomy Fall 2006
Why the Revised Taxonomy? Historical link (1949 to the present) Two dimensions match the structure of all objectives: subject-verb-object. Verbs are critical since they represent the cognitive processes; objects, in noun form, represent the subject-matter content. Complete “crossing” of rows with columns (i.e., students can factual, conceptual, procedural, and metacognitive knowledge). Fall 2006
THE TAXONOMY TABLE
1.
A. Factual Knowledge
B. Conceptual Knowledge
C. Procedural Knowledge
D. Metacognitive Knowledge
Fall 2006
2. UNDERSTAND
3.
4.
5.
6.
APPLY
ANALYZE
EVALUATE
CREATE
The Revised Bloom’s Taxonomy Table Project Bright IDEA 2 KindergartenLanguage Arts The Cognitive Process Dimension
The Knowledge Dimension A Factual Knowledge B Conceptual Knowledge C Procedural Knowledge
1
2 Understand
3 Apply
4 Analyze
5 Evaluate
6 Create
G2.03A1 G1.04A1
G1.01A2 G1.02A2 G1.04A2 G1.05A2 G2.05A2 G4.06A2 G5.01A2 G3.02B2
G1.03A3 G2.01A3 G2.02A3 G2.03A3 G2.07A3 G3.01A3 G3.04A3 G4.01A3 G4.02A3 G4.03A3 G4.04A3 G4.05A3 G5.02A3 G5.03A3 G3.04B3 G5.01B3
G3.03A4
G2.04A6
G4.06B4 G5.01B4 G5.01B4
G2.06C2
G4.06C6
D Meta Cognitive Knowledge
Fall 2006
Major Characteristics of Bloom’s Framework Two Dimensions Cognitive processes Knowledge Dimensions Cognitive Processes renamed and reorganized Least cognitively ambiguous verbs Knowledge Subcategories renamed and reorganized Strong verb-noun relationship Fall 2006
Major Characteristics of Bloom’s Analysis and alignment for learning, teaching and assessment (format/structure) Tool for unpacking standards Tool for extending standards Tool for defensible differentiated instruction Not a cumulative hierarchy Subcategories overlap Omission of problem solving and critical thinking Fall 2006
THE TAXONOMY TABLE
A. Factual Knowledge
B. Conceptual Knowledge
C. Procedural Knowledge PROCEDURAL D. Metacognitive Knowledge
OPINION
Fall 2006
1.
2. UNDERSTAND
MEMORY
UNDERSTAN D
3.
4.
5.
6.
APPLY
ANALYZE
EVALUATE
CREATE
Deg a New Taxonomy of Educational Objectives
“A place holder for my thinking.” Robert Marzano
Fall 2006
A New Taxonomy of Educational Objectives Robert Marzano
Model of Behavior New Task SelfSystem Decides to Engage No Š Continue current behavior
YES Metacognitive System Sets Goals and Strategies
Cognitive System
Processes Relevant Information
Knowledge Domain
Fall 2006
The New Taxonomy of Educational Objectives by Robert Marzano Three Systems and Knowledge Self System Beliefs about the importance of the Belief about the Efficacy (ability knowledge to learn)
Emotion associated with knowledge
Overall Motivation to Learn Metacognitive System Specifying learning goal
Monitoring for execution of knowledge
Monitoring for clarity
Monitoring for accuracy
Cognitive System Retrieval Recall
Execution
Comprehension Synthesis
Representation
Analysis Matching
Classifying Error Analysis
Knowledge Utilization Generalizing
Knowledge Domain Information Conceptual and Factual
Fall 2006
Mental Procedures
Specifying
Decision Making
Problem Solving
Physical Procedures
Experimental Investigation Inquiry
Marzano’s Taxonomy Levels of Processing
1. 2.
Retrieval Comprehension
3.
Analysis
4.
Knowledge Utilization
5.
Metacognitive System
6.
Self-System
Fall 2006
Knowledge Domains 1. Information
2. Mental Procedures 3. Psychomotor Procedures
Adaptation from Developing Minds Edited by Art Costa Student and Teacher Cues and Questions For the Levels of the New Taxonomy by Robert Marzano
Level 6: Self
Fall 2006
Student Cues and Questions (Robert Marzano)
Teacher Cues and Questions
A. Examining Importance
How important is this to me? What is my reasoning? How logical is my reasoning?
How have I provided opportunity or opportunities for the students to express why this is important? How have I ed students in checking the logic in their reasoning?
B. Examining Efficacy
How capable do I think I am to learn this? What is my reasoning? How logical is my reasoning?
How have I encouraged or promoted confidence in students to learn new materials, ideas, concepts and/or procedures? How reasonable and logical are these pursuits in relationship to the request?
C. Examining Emotional Response
How have I provided opportunity or opportunities What is my emotional response for students to explore their emotional response to to this? What is the reasoning a topic, idea, concept or procedure? How have I behind my response? How assisted students in examining the logic behind logical is my response? their emotional response?
D. Examining Motivation
How have I provided opportunity or opportunities What is my level of motivation for the students to become interested in the new to learn this? What is my materials, ideas, concepts and/or procedures thus reasoning? How logical is my motivating them to be engaged in the learning reasoning? process?
Adaptation from Developing Minds Edited by Art Costa Student and Teacher Cues and Questions For the Levels of the New Taxonomy by Robert Marzano Student Cues and Questions (Robert Marzano) A. Goal Specification
B. Process Monitoring Level 5: Metacognition C. Monitoring Clarity
D. Monitoring Accuracy
Fall 2006
Teacher Cues and Questions
How have I taken time to prepare and/or provided opportunities for students to develop goals and to discuss steps for attacking problems, rules to and directions to follow? Have students created a road map to accomplish desired goals? If so, how? (Costa, 2001) How have I provided time for student reflections? Are students What is working well and what is evaluating how effective possible solutions are to problems, how not working well relative to my productive the strategies are, whether instructions were followed use of this skill or process? correctly and what would be some alternative more effective strategies for the future? (Costa, 2001) Lessons learned? How clearly are students articulating the new knowledge? Do About what am I clear and about students have a deep understanding of the knowledge (interpreting, what am I not clear in of exemplifying, classifying, summarizing, inferring, comparing and this knowledge? explaining)? (Anderson, 2001) What is my goal relative to learning this? What have I planned for accomplishing this goal?
About what am I accurate and about what am I not accurate in of this knowledge?
How accurately are students detecting errors and recovering from those errors? Identifying areas where errors most likely might occur? Selecting a strategy or strategies that will reduce the possibility of error and provide easy recovery? (Rigney, 1980)
Adaptation from Developing Minds Edited by Art Costa Student and Teacher Cues and Questions For the Levels of the New Taxonomy by Robert Marzano
A. Decision Making
Level 4: Utilization
Fall 2006
Student Cues and Questions (Robert Marzano) How can this knowledge be used to make a decision? What decision can be made about the knowledge?
How can this knowledge be used to help solve a problem? B. Problem Solving What problem can be solved about the knowledge?
C. Experimental Inquiry
How can this knowledge be used to help generate and test a hypothesis? What hypotheses can be generated and tested about knowledge?
D. Investigation
How can this knowledge be used to help investigate something?
Teacher Cues and Questions How have I provided appropriate decision making models/graphic organizers and provided instruction in how to use them correctly? Do students demonstrate understanding in how to use models across various disciplines? How have I provided appropriate problem solving models/graphic organizers and provided instruction in how to use them correctly? How do students demonstrate understanding in how to use problem solving models across disciplines? How do students understand the characteristics/indicators of good problem solving? How have I provided opportunities for students to explain their hypothesis and conclusions? Do students understand how to evaluate themselves and to become better problem solvers? Is, how? How have I provided students with appropriate models/graphic organizers for experimental inquiry? How have I used familiar content to teach students the steps for experimental inquiry? How have I provided guidance as needed? How have I provided opportunities for students to explain their hypotheses and conclusions? How have I provided students with appropriate models/graphic organizers for the process? How have I used familiar content to teach the process? How have I provided opportunities for students to explain their hypotheses and conclusions?
Adaptation from Developing Minds Edited by Art Costa Student and Teacher Cues and Questions For the Levels of the New Taxonomy by Robert Marzano
A. Matching
B. Classifying
C. Error Analysis Level 3: Analysis
D. Generalizing
E. Specifying
Fall 2006
Student Cues and Questions (Robert Marzano) How is this knowledge similar to and different from other knowledge?
Teacher Cues and Questions
How can I improve students listening, observation and description skills in order to detect correspondences between ideas, objects, concepts, principles, etc? How have I provided students with appropriate models/graphic To what general category does organizers for the process? How have I used familiar content to teach this knowledge belong? What are the process and then provided students opportunities to classify items the subcategories of this using their own rules for category hip? How have I provided knowledge? opportunities for students to explain their hypotheses and conclusions? How have I taught students how to monitor for accuracy and clarity so What errors (if any) have been as to detect and to reduce possible errors? How have I taught students made in the presentation or use of to make either a quick fix or to retreat to the last known correct this knowledge? operation and then to proceed on task? (Rigney, 1980) How have I provided students with models of deductive and inductive thinking? How have I, and possibly other colleagues, provided What generalizations can be opportunities for students to use generalizations from interdisciplinary perspectives across the disciplines? How have I monitored how well inferred from this knowledge? students understand generalizations? How will I help students who are struggling with developing understanding of generalizations? How may I guide students to develop generalizations based on stated What predictions can be made knowledge gained from the deductive and/or inductive thinking skills and proven based on this models? What hypotheses may be developed form other models knowledge? students may know and use?
Adaptation from Developing Minds Edited by Art Costa Student and Teacher Cues and Questions For the Levels of the New Taxonomy by Robert Marzano
A. Synthesis Level 2: Comprehension B. Representation
How can the basic structure of this knowledge be represented symbolically or graphically?
A. Recall
Is this accurate about the knowledge?
B. Execution
Perform this skill or process.
Level 1: Retrieval
Fall 2006
Student Cues and Questions (Robert Marzano) What is the basic structure of this knowledge - main ideas versus ing ideas, sequence of information, relationship between the parts?
Teacher Cues and Questions How have I provided students opportunities to construct meaning from instructional messages, including oral, written and graphic communication? How have students connected prior knowledge and constructed new meaning? Do students understand the relationships between ideas, wholes, and parts? If so, how? How have I provided students with opportunities to represent and structure their knowledge through graphic organizers, pictographic representations, mental images, physical models and kinesthetic representations? How have I designed instruction to allow students to store knowledge in multiple memory pathways (implicit and explicit, and opportunities to retrieve long-term information from the multiple pathways? How have I provided students opportunity or opportunities to apply the skill or process to a familiar task? How have I monitored students for possible error analysis in the execution of the skill or process?
Characteristics of Marzano’s Taxonomy A “model” or “theory” of human thought (allow for prediction of phenomenon) Flow of info ALWAYS (?) (self to metacognitive to cognitive and then knowledge) Two dimensions (Three Systems and Knowledge) Self-System -interrelated beliefs and goals Metacognitive - Goals/learning targets for new tasks
Fall 2006
Characteristics of Marzano’s Taxonomy A “model” or “theory” of human thought (allow for prediction of phenomenon) Flow of info ALWAYS (?) (self to metacognitive to cognitive and then knowledge) Two dimensions (Three Systems and Knowledge) Self-System -interrelated beliefs and goals Metacognitive - Goals/learning targets for new tasks
Fall 2006
THE TAXONOMY TABLE
1.
Retrieval
A. Factual Knowledge Information
B. Conceptual Knowledge Information
C. Procedural Knowledge Mental/Physic al Procedures D. Metacognitive Knowledge
Metacogniti on Self
Fall 2006
2. UNDERSTAND
3.
4.
5.
6.
APPLY
ANALYZE
EVALUATE
CREATE
Knowledge Comprehensio n Utilization
Analysis
Some Conclusions To solve shared problems, we need shared lenses. Shared lenses provide a common way of thinking about problems and a common language to talk about them. Any shared lens (framework) is better than no lens at all. Without a shared lens, we are all in this alone. Fall 2006
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