PPT Marzano Taxonomy 1

8/9/2019 PPT Marzano Taxonomy 1

1/27

Fall 2006

The New Taxonomies: Moving From the

Knowledge Age to the Conceptual Age

Valorie Hargett, ection Chie!

ocial tudies"#nglish $anguage Arts

econdar% &ivision

North Carolina &epartment o! 'u(lic

)nstruction


2/27

Fall 2006

)F *

)ntelligence is teacha(le, learna(le, multiple t%pes

)ntelligence is impacted (% experience, instruction and"or (% nature

)ntelligenceis !lexi(le and su(+ect to change, (oth up and down

)ntelligence has the capacit% to continue growing throughout ones li!e)ntelligence -cognitive !unctioning. is enhanced and"or impacted (%certain interventions

TH#N*

/hat are our universal !ramewor0s, models or theories in

which we communicate with one another to 1grow or increase2

our cognitive capacit%3


3/27

Fall 2006

)ntroducing the 4567s

8en+amin 8loom 9

sed !or the past !i!t% %ears as a codi!ication s%stemwhere(% educators could design learning o(+ectives

that have a hierarchical organi;ation


4/27

Fall 2006

Model o! #valuation

45>7 9 Higher levels o! thin0ing

45>? 9 A Nation at Risk

45>@ 9 AC&, 6 9 ? tates testing

4557 9 Additional states enter

774 9 NC$8

45B6 9 #lementar% and econdar% #ducation Act -##A.

457 9 tatewide testing


5/27

Fall 2006

The Driginal 8looms Taxonom%

Framewor0 !or communication (etweenindividuals

Tool !or designing test items especiall%

multiple choice


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Fall 2006


#valuation

%nthesis

Anal%;es

Application

Comprehension

Knowledge


7/27

Fall 2006


#valuation

%nthesis

Anal%;es

Application

Comprehension

Knowledge

All NDN !or processes

Dne dimensional

Hierarchical

&egrees o! di!!icult% as the (asis!or the di!!erence (etween levelso! the taxonom%

Multiple t%pes o! Knowledge

Ver% cognitivel% am(iguous

ver(s

Failure !or trained educators torecogni;e Euestions at higherlevels as more di!!icult than atlower levels


8/27

Fall 2006

#valuation

%nthesis

Anal%sis

Application

Comprehension

Knowledge



9/27

Fall 2006

/h% the


10/27

Fall 2006

B=C


11/27

Fall 2006

The Revised Bloom’s Taxonomy Table

Project Bright IDEA 2 -Kindergarten-Language Arts

The Cognitive Process DimensionThe

Knowledge

Dimension

1Remember

2Understand

3Apply

4Analyze

5Evaluate

6Create

A

Factual

Knowledge

G2.03-A1

G1.04-A1

G1.01-A2

G1.02-A2

G1.04-A2

G1.05-A2

G2.05-A2

G4.06-A2G5.01-A2

G1.03-A3 G2.01-A3

G2.02-A3 G2.03-A3

G2.07-A3 G3.01-A3

G3.04-A3 G4.01-A3

G4.02-A3 G4.03-A3

G4.04-A3 G4.05-A3G5.02-A3 G5.03-A3

G3.03-A4 G2.04-A6

B

Conceptual

Knowledge

G3.02-B2 G3.04-B3

G5.01-B3

G4.06-B4

G5.01-B4G5.01-B4

C

Procedural

Knowledge

G2.06-C2 G4.06-C6

D

Meta

Cognitive

Knowledge


12/27

Fall 2006

Ma+or Characteristics o! 8looms

Framework

Two Dimensions

Cognitive processes

Knowledge Dimensions Cognitive Processes renamed and

reorganized

Least cognitively ambigos verbs

Knowledge !bcategories renamed and

reorganized

!trong verb"non relations#ip


13/27

Fall 2006

Ma+or Characteristics o! 8looms

$nalysis and alignment %or learning&teac#ing and assessment '%ormat(strctre)

Tool %or npacking standards

Tool %or e*tending standards

Tool %or de%ensible di%%erentiated instrction

+ot a cmlative #ierarc#y

!bcategories overlap ,mission o% problem solving and critical

t#inking


14/27

Fall 2006

B=C


15/27

Fall 2006

Designing a New Taxonomy of

Educational Objectives

1A place holder !or m% thin0ing=2


16/27

Fall 2006

A New Taxonomy of Educational ObjectivesRobert Marzano

Model of Behavior

New Task Self-System

Decides to Engage

No Š Continue current behavior

YES

Metacognitive System

Sets Goals and Strategies

Cognitive System

Processes Relevant Information

Knowledge Domain


17/27

Fall 2006

Recall Execution Synthesis Representation Matching Classifying ErrorAnalysis

Generalizing Specifying DecisionMaking

ProblemSolving

ExperimentalInquiry

Investigation

Knowledge Domain

Knowledge Utilization

The New Taxonomy of Educational Objectives y o ert arzano

Three Systems and Knowledge

Self System

Beliefs about the importance of theknowledge

Emotion associated withknowledge

Belief about the Efficacy (abilityto learn)

Specifying learning goal Monitoring for execution ofknowledge Monitoring for clarity

Metacognitive System

Monitoring foraccuracy

Overall Motivation to Learn

Information Conceptual and Factual Mental Procedures Physical Procedures

Cognitive System

Retrieval Comprehension Analysis


18/27

Fall 2006

Mar;anos Taxonom%

$evels o! 'rocessing Knowledge &omains

4=


19/27

Fall 2006

Student Cues and Questions(Robert Marzano) Teacher Cues and Questions

A. Examining

Importance

o! important is this to me"

#hat is m$ reasoning"

o! %ogica% is m$ reasoning"

o! ha&e I pro&ided opportunit$ or opportunities

'or the students to express !h$ this is important"

o! ha&e I supported students in checing the

%ogic in their reasoning"

. ExaminingE''icac$

o! capab%e do I thin I am to

%earn this" #hat is m$reasoning" o! %ogica% is m$

reasoning"

o! ha&e I encouraged or promoted con'idence

in students to %earn ne! materia%s* ideas* conceptsand+or procedures" o! reasonab%e and %ogica%

are these pursuits in re%ationship to the re,uest"

C. Examining

Emotiona%

Response

#hat is m$ emotiona% response

to this" #hat is the reasoning

behind m$ response" o!

%ogica% is m$ response"


'or students to exp%ore their emotiona% response to

a topic* idea* concept or procedure" o! ha&e I

assisted students in examining the %ogic behind

their emotiona% response"

-. Examining

Moti&ation

#hat is m$ %e&e% o' moti&ation

to %earn this" #hat is m$

reasoning" o! %ogica% is m$

reasoning"


'or the students to become interested in the ne!

materia%s* ideas* concepts and+or procedures thus

moti&ating them to be engaged in the %earning

process"

Adaptation 'rom Developing Minds Edited b$ Art Costa

Student and Teacher Cues and Questions

or the /e&e%s o' the New Taxonomy b$ Robert Marzano

/e&e% 01 Se%'


20/27

Fall 2006

Student Cues and Questions

(Robert Marzano) Teacher Cues and Questions

o! ha&e I taen time to prepare and+or pro&ided opportunities 'or

students to de&e%op goa%s and to discuss steps 'or attacing prob%ems* ru%es to remember and directions to 'o%%o!" a&e

students created a road map to accomp%ish desired goa%s" I' so*

ho!" (Costa* 2334)

o! ha&e I pro&ided time 'or student re'%ections" Are students

e&a%uating ho! e''ecti&e possib%e so%utions are to prob%ems* ho!

producti&e the strategies are* !hether instructions !ere 'o%%o!ed

correct%$ and !hat !ou%d be some a%ternati&e more e''ecti&e

strategies 'or the 'uture" (Costa* 2334) /essons %earned"

C. Monitoring

C%arit$

About !hat am I c%ear and about

!hat am I not c%ear in terms o'

this no!%edge"

o! c%ear%$ are students articu%ating the ne! no!%edge" -o

students ha&e a deep understanding o' the no!%edge (interpreting*

exemp%i'$ing* c%assi'$ing* summarizing* in'erring* comparing and

exp%aining)" (Anderson* 2334)

-. Monitoring

Accurac$

About !hat am I accurate andabout !hat am I not accurate in

terms o' this no!%edge"

o! accurate%$ are students detecting errors and reco&ering 'romthose errors" Identi'$ing areas !here errors most %ie%$ might

occur" Se%ecting a strateg$ or strategies that !i%% reduce the

possibi%it$ o' error and pro&ide eas$ reco&er$" (Rigne$* 4563)




#hat is m$ goa% re%ati&e to

%earning this"

#hat ha&e I p%anned 'or

accomp%ishing this goa%"

A. 7oa%

Speci'ication

/e&e% 81

Metacognition

. 9rocessMonitoring

#hat is !oring !e%% and !hat is

not !oring !e%% re%ati&e to m$use o' this si%% or process"


21/27

Fall 2006

Student Cues and Questions

(Robert Marzano) Teacher Cues and Questions

A. -ecision

Maing

o! can this no!%edge be used

to mae a decision"

#hat decision can be made

about the no!%edge"

o! ha&e I pro&ided appropriate decision maing mode%s+graphic

organizers and pro&ided instruction in ho! to use them correct%$"

-o students demonstrate understanding in ho! to use mode%s across

&arious discip%ines"o! ha&e I pro&ided appropriate prob%em so%&ing mode%s+graphic

organizers and pro&ided instruction in ho! to use them correct%$" o!

do students demonstrate understanding in ho! to use prob%em so%&ing

mode%s across discip%ines" o! do studentsunderstand the characteristics+indicators o' good prob%em so%&ing"

o! ha&e I pro&ided opportunities 'or students to exp%ain their

h$pothesis and conc%usions" -o students understand ho! to e&a%uate

themse%&es and to become better prob%em so%&ers" Is* ho!"o! a&e I pro& e stu ents ! t appropr ate mo e s grap c

organizers 'or experimenta% in,uir$" o! ha&e I used 'ami%iar content

to teach students the ste s 'or ex erimenta% in uir " o! ha&e I pro&ided guidance as needed" o! ha&e I pro&ided

opportunities 'or students to exp%ain their h$potheses and conc%usions"

-. In&estigationo! can this no!%edge be used

to he%p in&estigate something"

o! ha&e I pro&ided students !ith appropriate mode%s+graphic

organizers 'or the process" o! ha&e I used 'ami%iar content to teach

the process" o! ha&e I pro&ided opportunities 'or students to exp%ain

their h$potheses and conc%usions"




o! can t s no! e ge e use

to he%p generate and test a

h$pothesis" #hat h$potheses

can be generated and tested about

no!%ed e"

C. Experimenta%

In,uir$

/e&e% :1

;ti%ization

. 9rob%em So%&ing

o! can this no!%edge be used

to he%p so%&e a prob%em"#hat prob%em can be so%&ed

about the no!%edge"


22/27

Fall 2006

Student Cues and Questions(Robert Marzano)

Teacher Cues and Questions

A. Matching

o! is this no!%edge simi%ar to

and di''erent 'rom other

no!%edge"

o! can I impro&e students %istening* obser&ation and description

si%%s in order to detect correspondences bet!een ideas* ob


23/27

Fall 2006

Student Cues and Questions(Robert Marzano)

Teacher Cues and Questions

o! ha&e I pro&ided students opportunities to construct meaning 'rom

instructiona% messages* inc%uding ora%* !ritten and graphic communication" o! ha&e students connected prior no!%edge and

constructed ne! meaning" -o students understand the re%ationships

bet!een ideas* !ho%es* and parts" I' so* ho!"

. Representation

o! can the basic structure o'

this no!%edge be represented

s$mbo%ica%%$ or graphica%%$"

o! ha&e I pro&ided students !ith opportunities to represent and

structure their no!%edge through graphic organizers* pictographicrepresentations* menta% images* ph$sica% mode%s and inesthetic

representations"

A. Reca%%Is this accurate about the

no!%edge"

o! ha&e I designed instruction to a%%o! students to store no!%edge

in mu%tip%e memor$ path!a$s (imp%icit and exp%icit* and opportunities

to retrie&e %ong>term in'ormation 'rom the mu%tip%e path!a$s"

. Execution 9er'orm this si%% or process.

o! ha&e I pro&ided students opportunit$ or opportunities to app%$ the

si%% or process to a 'ami%iar tas" o! ha&e I monitored students 'or

possib%e error ana%$sis in the execution o' the si%% or process"

/e&e% 41

Retrie&a%




/e&e% 21

Comprehension

A. S$nthesis

#hat is the basic structure o' this

no!%edge > main ideas &ersus

supporting ideas* se,uence o'

in'ormation* re%ationship bet!een

the arts"


24/27

Fall 2006

Characteristics o! Mar;anos

Taxonom%

$ -model. or -t#eory. o% #man t#og#t 'allow %orprediction o% p#enomenon)

Flow o% in%o $L/$! '1) 'sel% to metacognitive to

cognitive and t#en knowledge) Two dimensions 'T#ree !ystems and

Knowledge)

!el%"!ystem "interrelated belie%s and goals

etacognitive " 3oals(learning targets %or newtasks


25/27

Fall 2006

Characteristics o! Mar;anos

Taxonom%

$ -model. or -t#eory. o% #man t#og#t 'allow%or prediction o% p#enomenon)

Flow o% in%o $L/$! '1) 'sel% to metacognitive

to cognitive and t#en knowledge) Two dimensions 'T#ree !ystems and

Knowledge)

!el%"!ystem "interrelated belie%s and goals

etacognitive " 3oals(learning targets %or newtasks


26/27

Fall 2006

B=C


27/27

Fall 2006

ome Conclusions

To solve s#ared problems& we need s#aredlenses4

!#ared lenses provide a common way o%t#inking abot problems and a commonlangage to talk abot t#em4

$ny s#ared lens '%ramework) is better t#anno lens at all4 /it#ot a s#ared lens& weare all in t#is alone4

Documents

PPT Marzano Taxonomy 1