Prepared for the

1
Empowering Each Student to THINKResearch
Strategies that Produce Learning for ALL
SESSION 2
"For as long as assessment is viewed as something
we do after teaching and learning are over, we
will fail to greatly improve student performance,
regardless of how well or how poorly students are
currently taught or motivated." Grant Wiggins,
1998
Thinking is an engagement of the mind that
changes the mind. M. Heiddegar

• Prepared for the
• Professional Learning Community of
• Teachers of Mathematics
• by Dan Mulligan, September 2008

2
Teacher/Learner Relationship

• IDEAL teachers are individuals who see
  themselves as bridges over which students can
  cross, then, having facilitated their crossing,
  joyfully collapse, encouraging them to create
  their own bridges.
• Kazantzakis

3
Take a bow

• Please stand up if

You are a principal
You are left handed
You have principles
You balance your check book
You have a twin
You have traveled out of the continental U.S.
this summer
You teach hormonally charged children
You teach while you are hormonally charged
You provide school leadership
You have children
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Workshop Goals

• I will actively engage in building bridges within
  my grade-level and among other grade-levels
• I will join my team in exploring the research on
  student achievement (instruction assessment)
  with a focus on math
• I will build my capacity to be an active member
  of a professional learning community
• I will increase my ability to embed 21st Century
  Skills into learning math standards
• I will have a good time learning and sharing

Without continual growth and progress, such
words as improvement, achievement, and success
have no meaning. Benjamin
Franklin
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Learning Goals

As a result of what we do today I will create
a story question involving fractions in the
solution. solve a story question from one of my
team members.
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When students know what they are learning, their
performance, on average, has been shown to be 27
percentile points higher than students who do
not know what they are learning.
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Main Myth about Learning

• Some part of the learners anatomy must be in
  contact with the chair in order for learning to
  take place!

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Collecting QUALITATIVE Data

• Putting a Twist on the GLYPH method of collecting
  data
• Find the Glyph Page in your packet (yellow).
• Create a team of 2 by using your team number and
  the following rule
• Even number match with next highest odd number
  (e.g., 2 3, 4 5, 6
  7, )
• Highest even number match with person number 1.
• Interview your partner, using the categories from
  the next chart, to complete a Glyph OF YOUR
  PARTNER.
• Share your completed Glyph with your partner.
• Compare and contrast the 2 GLYPHS
  How are they
  the same? How are they different?

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Checking for background knowledge What is a
hieroglyphic?
American Heritage Dictionary - hieroglyphic,
adj.   Of, relating to, or being a system of
writing, such as that of ancient Egypt, in which
pictorial symbols are used to represent meaning
or sounds or a combination of meaning and sound.
Written with such symbols.
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Getting to Know YOU!!!
Eyes Clarity of problem solving strategy taught in previous grade. Clearly Articulate Have Discussed Unsure
Nose Grade-level knowledge of essential vocabulary Limited Moderate Exceptional
Mouth Your schools achievement gaps 0-1 subgroup 2 subgroups Several subgroups
Hair Use of common lessons common assessments in your content area. Little or none Pockets of change Large scale action
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Formative Assessment

• Formative assessment is the process used by
  teachers and students during instruction that
  provides feedback to adjust teaching and learning
  for the purpose of improving student learning.

Council of Chief State School Officers, October
2006
Notes Process rather than a particular
test. It is not the nature of the test itself
that makes it formative or summativeit is the
use to which those results will be put.
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Importance of COMPREHENDING the question. RARE
RARE R restate A analyze (what do you know
that will help answer the
question) R respond (answer the
question) E explain (does your answer make
sense?)
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VIRGINIA 05-06 06-07 07-08
All English 84 85 87
Math 76 80 84
Science 85 88 88
Black English 73 76 78
Math 62 68 73
Science 73 77 79
Hispanic English 76 72 81
Math 66 71 75
Science 74 78 78
White English 89 90 91
Math 81 85 88
Science 91 93 94
Disabled English 64 62 67
Math 53 58 65
Science 65 67 69
Poverty English 73 73 77
Math 62 67 73
Science 74 77 78
LEP English 72 67 79
Math 65 70 75
Science 67 73 74
Required pass rates for each subgroup 2005
tests reading (65)
math (63) 2006 tests reading (69) math
(67) 2007 tests reading (73) math
(71) 2008 tests reading (77)
math (75) 2009
tests reading (81)
math (79)
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RCPS 2007-08 MTH-3 MTH-4 MTH-5 MTH-6 MTH-7 MTH-8 Alg I Geom Alg II
All Advanced 58 30 56 26 24 5 23 35 27
Proficient 37 48 36 41 47 20 75 56 66
Fail 5 22 8 33 29 75 2 9 7
White Advanced 59 30 56 26 24 5 24 35 27
Proficient 36 48 36 41 47 20 74 56 66
Fail 5 22 8 33 30 75 2 9 7
Disabled Advanced 42 18 42 33 18 5 11 0 lt
Proficient 42 47 41 27 37 21 81 42 lt
Fail 15 35 17 39 46 74 7 58 lt
Poverty Advanced 53 23 48 22 18 7 17 31 11
Proficient 40 52 41 36 43 13 79 52 81
Fail 7 25 11 42 39 80 3 17 7
Female Advanced 60 33 57 24 25 - 25 34 35
Proficient 35 46 38 46 52 - 73 58 62
Fail 5 21 5 30 23 - 2 8 3
Male Advanced 57 27 55 28 23 7 22 36 15
Proficient 38 50 35 36 42 14 76 54 73
Fail 5 22 11 36 35 79 3 9 12
SOL test Fail/ Basic Pass Proficient Pass Advanced
Grade 3 21-34 35-44 (70) 45-50
Grade 4 16-30 31-42 (62) 43-50
Grade 5 23-34 35-43 (70) 44-50
Grade 6 22-33 34-43 (68) 44-50
Grade 7 19-30 31-41 (62) 42-50
Grade 8 19-31 32-41 (64) 42-50
Algebra I lt27 27-44 (54) 45-50
Geometry lt27 27-40 (54) 41-50
Algebra II lt30 30-44 (60) 45-50
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Category Ave. Effect Size (ES) Percentile Gain
Identify similarities differences 1.61 45
Summarizing note taking 1.00 34
Reinforcing effort providing recognition .80 29
Homework practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives providing feedback .61 23
Generating testing hypotheses .61 23
Questions, cues, advance organizers .59 22
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What processes can students engage in to identify
similarities and differences?
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Similarities and DifferencesAnalogies
putter is to a set of golf clubs
as
2 is to the set of primes
2, 3, 5, 7, 11, 13,
What is the common relationship?
putter
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a. The number of cavities the sixth graders
have? b. The number of people in the sixth
graders families? c. The ages of the sixth
graders mothers? d. The heights of the sixth
graders in inches?
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ASKING the question in a VARIETY of FORMATS.
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What Works in Schools



1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective
Feedback 3. Parent and Community
Involvement 4. Safe and
Orderly Environment
5. Collegiality and Professionalism
6. Instructional Strategies 7. Classroom
Management 8. Classroom Curriculum Design
9. Home Environment 10. Learning Intelligence/
Background Knowledge 11. Motivation
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Content-Related Evidence of Validity(Attained
Curriculum)
Essential Skills
Essential Knowledge
LEARNING TARGET (attained curriculum)
Essential Vocabulary
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What does this look like in an effective K 8
math program?

• Opportunity to LEARN SOL 4.2
• Lessons are focused on the Essential Knowledge
  Decimals and fractions represent the same
  relationships however, they are presented in
  two different formats. Decimal numbers are
  another way of writing fractions. The base-10
  models concretely relate fractions to decimals
  (e.g., 10-by-10 grids, meter sticks, number
  lines, decimal squares, money).
• Learning is at the stated Essential Skill
• Represent fractions for halves, fourths,
  fifths, and tenths as decimals through
  thousandths, using concrete objects (e.g.,
  demonstrate the relationship between the
  fraction 1/4 and its decimal equivalent 0.25).

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What is pi?
What is the formula for circumference of a circle?
Create a situation involving area of a circle.
Essential Vocabulary
Essential Knowledge
Essential Skills
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Learning from Explaining Does It Matter if Mom
is Listening

• Learning improves dramatically among young
  children who take the time to explain academic
  concepts to their mothers or who explain their
  logic aloud to themselves.
• On a test of reasoning to 4 and 5 year olds
• Children who explained concepts to their mothers
  before taking a test scored correctly on 75 of
  questions
• Children who explained concepts aloud to
  themselves before taking a test scored correctly
  on 72 of questions
• Children who did not explain concepts at all
  prior to a test scored correctly on only 42 of
  questions
• The study examined youngsters ability to place
  toy insects in a certain pattern based on color
  and type.
• Breaden Research study completed in 2007

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Category Ave. Effect Size (ES) Percentile Gain
Identify similarities differences 1.61 45
Summarizing note taking 1.00 34
Reinforcing effort providing recognition .80 29
Homework practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives providing feedback .61 23
Generating testing hypotheses .61 23
Questions, cues, advance organizers .59 22
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Latoya and Kirk
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Latoya and Kirk
LaToya 159 cm
Silk 108 cm

• 42
• 135
• 177
• 108
• 69
• 73
• 4 cm below

Shoulder 135 cm
Counter 73 cm
Stool 42 cm
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Importance of EXTRANEOUS information in the
question.
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Research on Imagery as Elaboration
Students who used imagery to learn vocabulary,
on average, performed
of studies
6 37 percentile pts. higher than students who kept repeating definitions.
4 21 percentile pts. higher than students who were using the terms in a sentence.
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The average student talks 35 seconds a day. The
student who is talking is growing dendrites.
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Grade 6 Math Measurement Geometry
ISOSCELES TRAPEZOID
200 POINTS
CONGRUENT
CYLINDER
100 POINTS 100 POINTS
PLANE FIGURE
VOLUME
TYPES of ANGLES
50 POINTS 50 POINTS 50 POINTS
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Grade 8 Math Patterns, Functions, Algebra (32
of SOL test)
COORDINATE PLANE
200 POINTS
DEPENDENT VARIABLE
DOMAIN
100 POINTS 100 POINTS
FUNCTION
LINEAR EQUATION
FORMULA
50 POINTS 50 POINTS 50 POINTS
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YOUR TURN!!!
200 POINTS
100 POINTS 100 POINTS
50 POINTS 50 POINTS 50 POINTS
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RCPS 2007-08 RLR-3 RLR-4 RLR-5 RLR-6 RLR-7 RLR-8 RLR-11
All Advanced 48 40 40 39 34 45 43
Proficient 39 49 51 53 55 36 55
Fail 13 11 9 9 11 19 2
White Advanced 48 40 40 39 34 46 43
Proficient 39 49 51 53 55 36 55
Fail 13 10 9 9 11 19 2
Disabled Advanced 31 22 28 32 14 11 11
Proficient 47 67 55 52 55 46 63
Fail 22 11 16 17 31 43 26
Poverty Advanced 45 36 27 35 27 32 35
Proficient 40 50 62 55 57 41 63
Fail 15 14 12 10 16 27 2
Female Advanced 52 45 43 43 38 50 41
Proficient 38 47 47 49 54 34 56
Fail 10 9 9 8 8 16 3
Male Advanced 43 36 38 34 31 39 44
Proficient 40 52 54 56 56 38 53
Fail 17 12 9 9 14 23 2
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Category Ave. Effect Size (ES) Percentile Gain
Identify similarities differences 1.61 45
Summarizing note taking 1.00 34
Reinforcing effort providing recognition .80 29
Homework practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives providing feedback .61 23
Generating testing hypotheses .61 23
Questions, cues, advance organizers .59 22
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On-going AssessmentA Diagnostic Continuum
Feedback and Goal Setting
Pre-test Graphing for Greatness Inventory KWL Chec
klist Observation Self-evaluation Questioning
Conference Exit Card Peer evaluation Portfolio
Check 3-minute pause Quiz Observation Journal
Entry Talkaround Self-evaluation Questioning
Unit Test Performance Task Product/Exhibit Demonst
ration Portfolio Review
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Preassessment Is...

• Any method, strategy or process used to determine
  a
• students current level of readiness or interest
  in order to
• plan for appropriate instruction.
• Pre-assessment
• provides data that can determine options for
  students to
• to take in information, construct meaning, and
  to
• demonstrate understanding of new information
• helps teachers anticipate differences before
  planning
• challenging and respectful learning experiences
• allows teachers to meet students where they are

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SAMPLE Pre-assessment
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DOMINOS LEARNING

• Directions
• Send a representative to retrieve a set of domino
  cards for the team. The remaining team members
  clear space in the center of the table.
• Deal the cards (face down) to each member of the
  team.
• Person sitting clockwise from the dealer places
  any of their cards on the table (face up).
• Person (clockwise) tries to attach one of their
  cards that match a model to a fraction or a
  fraction to a model. If none of their cards
  workthe player must PASS.
• Continue play until a player is able to place all
  their cards on the table.
• ENJOY!!!

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Virginia SOL Mathematics Test Blueprint Summary
Table
Reporting Category Number of Operational Items Number of Operational Items Number of Operational Items Number of Operational Items Number of Operational Items Number of Operational Items
Reporting Category Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Number and Number Sense 13 8 8 8 7 7
Computation and Estimation 11 12 12 10 7 7
Measurement and Geometry 12 12 12 12 12 12
Probability and Statistics 7 8 8 8 12 8
Patterns, Functions Algebra 7 10 10 12 12 16
Total Operational Items 50 50 50 50 50 50
Field Test Items 10 10 10 10 10 10
Total Number of Items 60 60 60 60 60 60
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Importance of the question reflecting the
knowledge, skills vocabulary.
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Importance of MODELING, GUIDED PRACTICE then
INDEPENDENT PRACTICE in the question.
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• Aligned Assessment Items are
• Grounded in a specific essential knowledge
  skill
• Formatted in the style of an SOL test item
• Key words italicized
• Numeric choices are in ascending/descending order
• Completion questions use a raised dash

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Algeblocks Using Manipulatives to Represent
Expressions and Equations
Given
1
x
Translate and solve
4x 3 9 2x
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On-going AssessmentA Diagnostic Continuum
Feedback and Goal Setting
Pre-test Graphing for Greatness Inventory KWL Chec
klist Observation Self-evaluation Questioning
Conference Exit Card Peer evaluation Portfolio
Check 3-minute pause Quiz Observation Journal
Entry Talkaround Self-evaluation Questioning
Unit Test Performance Task Product/Exhibit Demonst
ration Portfolio Review
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SAMPLE Pre-assessment
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Formative Assessment Is...

• A process of accumulating information about a
  students
• progress to help make instructional decisions
  that will
• improve his/her understandings and achievement
  levels.
• Formative Assessment
• depicts students life as a learner
• used to make instructional adjustments
• alerts the teacher about student misconceptions
• early warning signal
• allows students to build on previous experiences
• provides regular feedback
• provides evidence of progress
• aligns with instructional/curricular outcomes

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Talk to Me

• Directions
• Form a team of EIGHT (8) people
• Determine the person with the most sisters and
  then send them to pick-up your team ziplock bag
  PLEASE DO NOT OPEN!!!
• Determine the person with the least sisters and
  send them to pick-up a grid sheet for each
  person.
• Distribute a grid sheet to each team member.

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Follow-up Debriefing

• Each pair should share with your other team
  members the method you used to graph the figure.
• Discuss with your team
• Which method appeals to you?
• Is there another method that you would prefer?
• Prepare for a pairs choice of method with a new
  graph.

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• Key Question
• Did your performance on the second attempt to
  complete the grid exercise improve after having
  an opportunity to self-assess your initial
  strategy?

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Formative Assessment

• Formative assessment is the process used by
  teachers and students during instruction that
  provides feedback to adjust teaching and learning
  for the purpose of improving student learning.

Council of Chief State School Officers, October
2006
Notes Process rather than a particular
test. It is not the nature of the test itself
that makes it formative or summativeit is the
use to which those results will be put.
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How is the Message Received
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Old Process New Process Examples
Students fill in blanks. Students write/draw conceptions on any big idea listed. Erosion is the breaking up rock (misconception).
Teacher uses checkmarks. Teacher responds with probing comments. How does this differ from weathering?
Teacher grades and hands back. Student revises, expands on previous conceptions. Weather breaks up rock, erosion moves in.
Students file sheets away. Teacher responds with probing comments. How does it move and what are the consequences of erosion?
The process ends, and new topic is introduced. The process continues with new topics being introduced. How does deposition relate to erosion?
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The Formative Assessment Process
Students Teachers
Understand the target. (Focus on learning goals.) Select and clearly communicate the learning target.
Produce work. Make at least one assignment.
Compare the work with the target. Compare student performance with the target or goal.
Evaluate strengths and weaknesses. Evaluate students strengths and weaknesses.
Prescribe action for improvement. Give clear oral or written feedback.
Take action for improvement study, practice, review, rewrite, etc. Support or assign action to close the gap.
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WHATS MY RULE?
YES No
45 135
67 90
3 267
89 180
Rule Possible Measures of Acute Angles
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WHO AM I?

1. Send a team member to retrieve a card for each
   member of the team. Please leave blank side
   face-up.
2. Send a team member to retrieve a piece of masking
   tape.
3. Distribute a card and a small piece of tape to
   each team member.
4. Each team member places their card face-out on
   the back of the person next to them clockwise. DO
   NOT let the person know the identity of the
   person on their back.
5. Objective Circulate the room and ask questions
   that have a response of YES or NO to identify the
   person on your back.
6. YOU may only ask one question of any
   individualthen move on
7. ENJOY!!!!

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Fraction Strip Math
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Content-Related Evidence of Validity(Attained
Curriculum)
Essential Skills
Essential Knowledge
LEARNING TARGET (content validity)
Essential Vocabulary
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Response to Intervention (RtI) A Diagnostic
Continuum
Response to intervention integrates assessment
and intervention within a multi-level prevention
system to maximize student achievement and to
reduce behavior problems.  With RTI, schools
identify students at risk for poor learning
outcomes, monitor student progress, provide
evidence-based interventions and adjust the
intensity and nature of those interventions
depending on a students responsiveness, and
identify students with learning disabilities.
Feedback and Goal Setting
Pre-test Graphing for Greatness Inventory KWL Chec
klist Observation Self-evaluation Questioning
Conference Exit Card Peer evaluation Portfolio
Check 3-minute pause Quiz Observation Journal
Entry Talkaround Self-evaluation Questioning
Unit Test Performance Task Product/Exhibit Demonst
ration Portfolio Review
83
Preassessment Is...

• Any method, strategy or process used to determine
  a
• students current level of readiness or interest
  in order to
• plan for appropriate instruction.
• Pre-assessment
• provides data that can determine options for
  students to
• to take in information, construct meaning, and
  to
• demonstrate understanding of new information
• helps teachers anticipate differences before
  planning
• challenging and respectful learning experiences
• allows teachers to meet students where they are

84
SAMPLE Pre-assessment
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Formative Assessment Is...

• A process of accumulating information about a
  students
• progress to help make instructional decisions
  that will
• improve his/her understandings and achievement
  levels.
• Formative Assessment
• depicts students life as a learner
• used to make instructional adjustments
• alerts the teacher about student misconceptions
• early warning signal
• allows students to build on previous experiences
• provides regular feedback
• provides evidence of progress
• aligns with instructional/curricular outcomes

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Formative Assessment

• Formative assessment is the process used by
  teachers and students during instruction that
  provides feedback to adjust teaching and learning
  for the purpose of improving student learning.

Council of Chief State School Officers, October
2006
Notes Process rather than a particular
test. It is not the nature of the test itself
that makes it formative or summativeit is the
use to which those results will be put.
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Summative Assessment Is...

• A means to determine a students mastery and
• understanding of information, skills, concepts,
  or
• processes.
• Summative Assessment
• should reflect formative assessments that
  precede it
• should match material taught
• may determine students exit achievement
• may be tied to a final decision, grade or report
• should align with instructional/curricular
  outcomes
• may be a form of alternative assessment

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SUMMATIVE
ASSESSMENT
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Insanity the belief that one can get different
results by doing the same thing. -Albert Einstein
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Blooms Revised Taxonomy

• Taxonomy of Cognitive Objectives
• 1950s- developed by Benjamin Bloom
• Means of expressing qualitatively different kinds
  of thinking
• Adapted for classroom use as a planning tool
• Continues to be one of the most universally
  applied models
• Provides a way to organize thinking skills into
  six levels, from the most basic to the higher
  order levels of thinking
• 1990s- Lorin Anderson (former student of Bloom)
  revisited the taxonomy
• As a result, a number of changes were made
• (Pohl, 2000, Learning to Think, Thinking to
  Learn, pp. 7-8)

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Original Terms New Terms

• Creating
• Evaluating
• Analyzing
• Applying
• Understanding
• Remembering

• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge

(Based on Pohl, 2000, Learning to Think, Thinking
to Learn, p. 8)
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Change in Terms

• The names of six major categories were changed
  from noun to verb forms.
• As the taxonomy reflects different forms of
  thinking and thinking is an active process verbs
  were more accurate.
• The subcategories of the six major categories
  were also replaced by verbs
• Some subcategories were reorganised.
• The knowledge category was renamed. Knowledge is
  a product of thinking and was inappropriate to
  describe a category of thinking and was replaced
  with the word remembering instead.
• Comprehension became understanding and synthesis
  was renamed creating in order to better reflect
  the nature of the thinking described by each
  category.

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BLOOMS REVISED TAXONOMY    
CreatingGenerating new ideas, products, or ways
of viewing thingsDesigning, constructing,
planning, producing, inventing.
EvaluatingJustifying a decision or course of
actionChecking, hypothesizing, critiquing,
experimenting, judging
Higher-order thinking
 AnalyzingBreaking information into parts to
explore understandings and relationshipsComparing
, organizing, deconstructing, interrogating,
finding
ApplyingUsing information in another familiar
situationImplementing, carrying out, using,
executing
UnderstandingExplaining ideas or
conceptsInterpreting, summarizing, paraphrasing,
classifying, explaining 
RememberingRecalling informationRecognizing,
listing, describing, retrieving, naming, finding
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• A turtle makes progress when it sticks its neck
  out.
• (Anon)

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Revised Blooms Taxonomy for the 21st Century
Category Subcategory Description Question Sample
Remember Recognizing Locating knowledge in memory that is consistent with presented material. What happened after? How many? What is? Who was it that? Can you name? Find the meaning of? Describe what happened after? Who spoke to? Which is true or false? Name all the?
Remember Recalling Retrieving relevant knowledge from long-term memory. What happened after? How many? What is? Who was it that? Can you name? Find the meaning of? Describe what happened after? Who spoke to? Which is true or false? Name all the?
Understand Interpreting Changing from one form of representation to another. Can you write in your own words? How would you explain? Can you write a brief outline? What was the main idea? Clarify why Illustrate the Does everyone act in the way ___ does? Draw a story map. Explain why a character acted in the way that they did. What do you think?
Understand Exemplifying Finding a specific example or illustration of a concept or principle. Can you write in your own words? How would you explain? Can you write a brief outline? What was the main idea? Clarify why Illustrate the Does everyone act in the way ___ does? Draw a story map. Explain why a character acted in the way that they did. What do you think?
Understand Classifying Determining that something belongs to a category (e.g., concept) Can you write in your own words? How would you explain? Can you write a brief outline? What was the main idea? Clarify why Illustrate the Does everyone act in the way ___ does? Draw a story map. Explain why a character acted in the way that they did. What do you think?
Understand Summarizing Drawing a logical conclusion from information. Can you write in your own words? How would you explain? Can you write a brief outline? What was the main idea? Clarify why Illustrate the Does everyone act in the way ___ does? Draw a story map. Explain why a character acted in the way that they did. What do you think?
Understand Inferring Abstracting a general theme or major point. Can you write in your own words? How would you explain? Can you write a brief outline? What was the main idea? Clarify why Illustrate the Does everyone act in the way ___ does? Draw a story map. Explain why a character acted in the way that they did. What do you think?
Understand Comparing Detecting correspondences between two ideas, objects, etc. Can you write in your own words? How would you explain? Can you write a brief outline? What was the main idea? Clarify why Illustrate the Does everyone act in the way ___ does? Draw a story map. Explain why a character acted in the way that they did. What do you think?
Understand Explaining Constructing cause-and-effect model of system. Can you write in your own words? How would you explain? Can you write a brief outline? What was the main idea? Clarify why Illustrate the Does everyone act in the way ___ does? Draw a story map. Explain why a character acted in the way that they did. What do you think?
Apply Executing Applying knowledge (often procedural) to a routine task. Construct a model to demonstrate how it works. Make a diorama to illustrate an event. Make a scrapbook about the area of study. Make a paper-mache map or clay model to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make a puzzle game. Write a textbook about the topic for others.
Apply Implementing Applying knowledge (often procedural) to a non-routine task. Construct a model to demonstrate how it works. Make a diorama to illustrate an event. Make a scrapbook about the area of study. Make a paper-mache map or clay model to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make a puzzle game. Write a textbook about the topic for others.
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Revised Blooms Taxonomy for the 21st Century
Category Subcategory Description Question Sample
Analyze Differentiating Distinguishing relevant information from irrelevant parts or important from unimportant parts of presented material. Which events could not have happened? Ifhappened, what might the ending have been? How issimilar to? What do you see as other possible outcomes? Why didchanges occur? Can you explain what must have happened when? What are some of the problems of? Can you distinguish between? What are some of the motives behind? What was the turning point? What was the problem with?
Analyze Organizing Determining how elements fit or function within a structure. Which events could not have happened? Ifhappened, what might the ending have been? How issimilar to? What do you see as other possible outcomes? Why didchanges occur? Can you explain what must have happened when? What are some of the problems of? Can you distinguish between? What are some of the motives behind? What was the turning point? What was the problem with?
Analyze Attributing Determining the point of view, bias, values, or intent underlying presented material. Which events could not have happened? Ifhappened, what might the ending have been? How issimilar to? What do you see as other possible outcomes? Why didchanges occur? Can you explain what must have happened when? What are some of the problems of? Can you distinguish between? What are some of the motives behind? What was the turning point? What was the problem with?
Evaluate Checking Detecting inconsistencies or fallacies within a product or process. Conduct a debate about an issue of special interest. Make a booklet about five rules you see as important. Convince others. Form a panel to discuss views. Write a letter to advising on changes needed. Write a half-year report. Prepare a case to present your view about
Evaluate Critique Detecting the appropriateness of a procedure for a given task or problem. Conduct a debate about an issue of special interest. Make a booklet about five rules you see as important. Convince others. Form a panel to discuss views. Write a letter to advising on changes needed. Write a half-year report. Prepare a case to present your view about
Create Generating Coming up with alternatives or hypotheses based on criteria. Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to Write a TV show play, puppet show, role play, song or pantomime about Design a record, book, or magazine cover for Sell an idea Devise a way to
Create Planning Devising a procedure for accomplishing some task. Producing Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to Write a TV show play, puppet show, role play, song or pantomime about Design a record, book, or magazine cover for Sell an idea Devise a way to
Create Producing Inventing a product. Invent a machine to do a specific task. Design a building to house your study. Create a new product. Give it a name and plan a marketing campaign. Write about your feelings in relation to Write a TV show play, puppet show, role play, song or pantomime about Design a record, book, or magazine cover for Sell an idea Devise a way to
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• TOPIC ____________________
• 1. Remember
• What can you RECALL about the topic?
•  
• 2. Understand
• In your own words, EXPLAIN the most important
  ideas or concepts about the
  topic in a logical sequence.
•  
• 3. Apply
• What can you do with it? How can it be used?
•  
• 4. Analyze
• How is it made or how can you divide it into
  parts?
•  
• 5. Evaluate
• Take a stand and list reasons to support your
  position?
•  

CUBING for 21st Century Understanding
FRACTIONS
MEN
Has a numerator and denominator
You would have difficulty explaining a part of
something with it.
The part of the audience that are principals
Top is the part and the bottom is the whole
We need them because it would be hard to tell how
long a TV show is
Cake Slice Machine (makes same size slices
depending on fraction part desired)
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Classroom Roles for Remembering

• Teacher roles
• Directs
• Tells
• Shows
• Examines
• Questions
• Evaluates

• Student roles
• Responds
• Absorbs
• Remembers
• Recognizes
• Memorizes
• Defines
• Describes
• Retells
• Passive recipient

99
Classroom Roles for Understanding

• Teacher roles
• Demonstrates
• Listens
• Questions
• Compares
• Contrasts
• Examines

• Student roles
• Explains
• Describes
• Outlines
• Restates
• Translates
• Demonstrates
• Interprets
• Active participant

100
Classroom Roles for Applying

• Teacher roles
• Shows
• Facilitates
• Observes
• Evaluates
• Organizes
• Questions

• Student roles
• Solves problems
• Demonstrates use of knowledge
• Calculates
• Compiles
• Completes
• Illustrates
• Constructs
• Active recipient

101
WHATS MY RULE?
YES No
Oxygen Iron
Nitrogen Gold
Hydrogen Silver
Carbon Potassium
Rule Essential Elements of Life
102
Classroom Roles for Analyzing

• Teacher roles
• Probes
• Guides
• Observes
• Evaluates
• Acts as a resource
• Questions
• Organizes
• Dissects

• Student roles
• Discusses
• Uncovers
• Argues
• Debates
• Thinks deeply
• Tests
• Examines
• Questions
• Calculates
• Investigates
• Inquires
• Active participant

103
Classroom Roles for Evaluating

• Teacher roles
• Clarifies
• Accepts
• Guides

• Student roles
• Judges
• Disputes
• Compares
• Critiques
• Questions
• Argues
• Assesses
• Decides
• Selects
• Justifies
• Active participant

104
Kinds of Evidence Continuum of EvidenceTests
and Quizzes
How do you know?



105
WHO AM I?

1. Send a team member to retrieve a card for each
   member of the team. Please leave blank side
   face-up.
2. Send a team member to retrieve a piece of masking
   tape.
3. Distribute a card and a small piece of tape to
   each team member.
4. Each team member places their card face-out on
   the back of the person next to them clockwise. DO
   NOT let the person know the identity of the
   person on their back.
5. Objective Circulate the room and ask questions
   that have a response of YES or NO to identify the
   person on your back.
6. YOU may only ask one question of any
   individualthen move on
7. ENJOY!!!!

106
Classroom Roles for Creating

• Teacher roles
• Facilitates
• Extends
• Reflects
• Analyses
• Evaluates

• Student roles
• Designs
• Formulates
• Plans
• Takes risks
• Modifies
• Creates
• Proposes
• Active participant

107
Preparing Students for 21st Century
CareersDeepen Content Understanding and Learner
Interest by Embedding Higher Order Thinking
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• Embedding Higher Order Thinking into Learning
  Content, in order to
• deepen student understanding
• equip students with skills necessary to become
  Lifelong Learners and
• develop successful 21st Century Citizens

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CCPE SchoolsEvery Child Successful in an
Ever-Changing World