RBT and the RBT and the Field Test YearField Test Year

Mary Jo NasonMary Jo Nason

Special Assistant for CurriculumSpecial Assistant for Curriculum

Career and Technical EducationCareer and Technical Education

Department of Public InstructionDepartment of Public Instruction

The Structure of the Presentation

Why is RBT important?

What are the major differences between RBT-based courses and previous courses?

What is expected of teachers who are teaching an RBT-course during the field test year?

How do you examine a curriculum guide?

So, Why is RBT Important?So, Why is RBT Important?

• Provides common framework (lens) for understanding objectives by limiting the verbs so that a common understanding of intended cognitive processes across courses and subjects is more likely

• Provides a way to examine alignment

Reducing the Number of Verbs:Reducing the Number of Verbs: A Lesson from MathematicsA Lesson from Mathematics

• Add• Analyze• Apply• Approximate• Build• Classify• Collect• Communicate• Compare• Compute

• Connect • Consolidate• Construct• Contrast• Convert• Create• Describe• Determine• Develop• Display

A few more . . .A few more . . .

• Divide• Draw• Estimate• Examine• Explain• Extend• Evaluate• Find• Formulate• Graph

• Identify• Interpret• Investigate• Justify• Label• List• Locate• Make• Model• Monitor

And they keep on comin’And they keep on comin’

• Multiply• Order• Organize• Plot• Produce• Recognize• Reflect• Select• Show• Simplify

• Solve• State• Subtract• Translate• Understand• Use• Write

What is RBT?What is RBT?

EvaluationEvaluation

SynthesisSynthesis

AnalysisAnalysis

ApplicationApplication

ComprehensionComprehension

KnowledgeKnowledge

The Original Bloom’s Taxonomy1958

The RBT Taxonomy TableThe RBT Taxonomy Table COGNITIVE PROCESS DIMENSION

KN

OW

LE

DG

E D

IME

NS

ION

The RBT Taxonomy TableThe RBT Taxonomy Table COGNITIVE PROCESS DIMENSION

KN

OW

LE

DG

E D

IME

NS

ION

1. REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

1. Remember1. Remember

We say a student can remember if he/she can We say a student can remember if he/she can retrieve relevant knowledge from long-term retrieve relevant knowledge from long-term

memory.memory.

Recognizing

Recalling

2. Understand2. Understand

• Interpret (paraphrase or act out)• Exemplify (find or give examples)• Classify (place in categories)• Summarize (often in 25 words or less)• Infer (make predictions)• Compare (similarities and differences)• Explain (cause and effect)

We say a student can understand if he/she can:We say a student can understand if he/she can:

3. Apply3. Apply

We say a student can apply if he/she can carry We say a student can apply if he/she can carry out or use a procedure in a given situation.out or use a procedure in a given situation.

ExecutingImplementing

The RBT Taxonomy TableThe RBT Taxonomy Table

COGNITIVE PROCESS DIMENSION

KN

OW

LE

DG

E D

IME

NS

ION

Factual Factual KnowledgeKnowledge

Conceptual Conceptual KnowledgeKnowledge

Procedural Procedural KnowledgeKnowledge

Metacognitive Metacognitive KnowledgeKnowledge

Concrete

Abstract

The RBT Taxonomy TableThe RBT Taxonomy Table

KNOWLEDGE DIMENSION

A. Factual KnowledgeA. Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Basic elements students must know to be Basic elements students must know to be acquainted with a discipline or solve acquainted with a discipline or solve

problems in it.problems in it.

B. Conceptual KnowledgeB. Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models and structures

Interrelationships among the basic elements within a Interrelationships among the basic elements within a larger structure that enable them to function larger structure that enable them to function

together.together.

C. Procedural KnowledgeC. Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

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

methods.methods.

A1

B2

C3

KNOWLEDGE KNOWLEDGE

DIMENSIONDIMENSION

AA

FACTUAL FACTUAL KNOWLEDGEKNOWLEDGE

BB

CONCEPTUALCONCEPTUALKNOWLEDGEKNOWLEDGE

CC

PROCEDURAL PROCEDURAL KNOWLEDGEKNOWLEDGE

DD

METACOGNITIVEMETACOGNITIVE

KNOWLEDGEKNOWLEDGE

1.

REMEMBER

2.

UNDERSTAND

3.

APPLY

4.

ANALYZE

5.

EVALUATE

6.

CREATE

Recognize

Recall

InterpretExemplifyClassify

SummarizeInfer

CompareExplain

Execute

Implement

Differentiate

Organize

Attribute

Check

CritiqueGenerate

Plan

Produce

THE TAXONOMY TABLETHE TAXONOMY TABLE

WHAT ARE THE DIFFERENCES?WHAT ARE THE DIFFERENCES?

Shorter

Only 25 verbs

Emphasis shifted from memorization to understanding

BlueprintsBlueprints

Unit Overview

Essential questions

Unpacked content

Recommended sequence of activities along with a statement of the relevance

Curriculum GuidesCurriculum Guides

WHAT ARE THE DIFFERENCES?WHAT ARE THE DIFFERENCES?

Would you tell me please, which way I ought to go from here?" asked Alice.

"That depends a great deal on where you want to go to," said the Cat.

"I don't much care, where," said Alice.

"Then it doesn't matter which way you go," said the Cat.

Lewis Carroll, Alice in Wonderland

Unpacking ContentUnpacking Content

WHERESTUDENTS

ARE

UNPACKED CONTENT

WHERE WE WANT

STUDENTS TO BE

A Course is Like a A Course is Like a BridgeBridge

What is the bridge made of?

What is the What is the alternative to alternative to this process?this process?

Recommended Instructional Recommended Instructional ActivitiesActivities

Sequence

Flow

WHERESTUDENT

SARE

UNPACKED CONTENT

WHERE WE WANT STUDENTS TO BE

7 65 432Activit

y 1

Bridge with an Aerial ViewBridge with an Aerial View

Unpacked Content and Flow of Activities

Sequence and Flow of Activities

Why is Alignment Important?Why is Alignment Important?• Increases student’s opportunity to learn (more time

is spent on more important things)

• Increases the validity of assessments. With valid assessments, students can demonstrate they have, in fact, learned.

• Enables teachers to be (and be seen as) more successful. More effective teachers develop a “can do” attitude, which has been found to be a central factor in continuing teacher effectiveness.

Improved AlignmentImproved Alignment

Objectives

Assessment

Instructional Activities/ Materials

StudentsStudents

Teaching During the Teaching During the Field Test YearField Test Year

Requirements for TeachersRequirements for Teachers

Submit anticipated grades for all students

– In column P

– Based exclusively on student performance relative to the course competencies and objectives.

– Behavior and attendance SHOULD NOT be considered

Requirements for TeachersRequirements for Teachers (cont’d)

Complete on-line survey

– Purpose: provide constructive feedback (i.e., what is really good; what changes need to be made)

– Access to the survey through a hyperlink from your IM Coordinator (VoCATS).

– The survey is to be completed within 10 days prior to the mid term and end of the course test.

To complete the on-line survey To complete the on-line survey teachers will need to:teachers will need to:

• Keep notes as they teach the course (either using journals or writing on post-its that can be placed at appropriate places in the curriculum guides)

• Understand how to examine the curriculum guide

Field Test Trade-OffsField Test Trade-Offs• The only way to make sure the released and secure items

are of equal difficulty, on average, is to field test ALL items and then divide the items into “secure” and “released” groups based on the results.

• As a consequence, there will be no “released” (or “classroom”) items available during the field test year. After the first year, however, you will have increased confidence in the comparability of the released and secure items in terms of their validity, reliability, and difficulty.

How Do I Examine the How Do I Examine the Curriculum Guide?Curriculum Guide?

Pay attention to the objective, focusing on the verb and the RBT designation.

Pay attention to the connections among the objective, the unpacked content, the flow of activities, and the test items. When the connection is “tight” we say that the curriculum is ALIGNED.

Let’s look at few Let’s look at few examples!examples!

6208 Business and Information

Technology Education

3.01 Recall personal characteristics and skills needed for a successful entrepreneur.

Unpacked Content Unpacked Content What are the characteristics and skills?• Persistent: Entrepreneurs work until a job is

done. They are determined to overcome problems and to pursue their goals in order to make their business successful.

• Creative: Entrepreneurs are constantly looking for new ways to solve problems.

• Inquisitive: Entrepreneurs are curious about things that may affect their business. They are not afraid to ask questions or to conduct research in order to solve problems.

Relevant ActivitiesRelevant Activities

Personal Characteristics and Skills Needed by Successful Entrepreneurs Distribute the 3.01 Personal Characteristics and Skills activity (in Activities Folder) to the students.

Have students complete the chart by matching the characteristics and skills they learned in the PowerPoint presentation to the descriptions given in the chart.

When the students have completed the activity, facilitate a class discussion.

This activity will help the students recall the personal characteristics of an entrepreneur that they learned in the PowerPoint presentation. Students will identify a characteristic based on the definitions of that characteristic.

3.01 Personal Characteristics and Skills activity (in Activities Folder)

3.01 Personal Characteristics and Skills KEY (in Activities Folder)

ACTIVITIES RELEVANCY TO OBJECTIVE

RESOURCES

Memory Device Activity

Have students complete the activity using 3.01 Personal Characteristics in Activities Folder.

As needed, assist students in creating a mnemonic (or memory) device to help them remember the personal characteristics of a successful entrepreneur. Facilitate a class discussion by asking students to share their memory device with the class.

Post the students' mnemonics in the classroom.

Using a mnemonic (or memory) device will help the students better recall the personal characteristics of successful entrepreneurs.

3.01 Personal Characteristics (in Activities Folder)

ACTIVITIES RELEVANCY TO OBJECTIVE

RESOURCES

Test ItemsWhich personal characteristic of successful entrepreneurs reflects that they work until the job is done?A. CreativeB. InquisitiveC. PersistentD. Self-confident

Which personal characteristic of successful entrepreneurs reflects that they constantly look for new ways to solve problems?A. CreativeB. PersistentC. ResponsibleD. Self-confident

7711 Masonry I

7.02 Apply procedures for laying a dry bond

Unpacked ContentUnpacked ContentThe procedure to lay dry bond

Check drawing specifications for bond type

Mark the spacing on the foundation for each brick and mortar joint

Lay units on foundation beginning at the starting point

Check specifications for mortar joint size and use a 3/8 or ½ inch board for a mortar joint spacing jig

Adjust spacing and mark end of unit

Use framing square to mark 90 degree corner at the ends of the wall

Check corner layout on drawings

Relevant ActivitiesRelevant Activities

Hand out Student Information Sheet 7.2.1 Dry Bonding, and provide demonstration of how to apply procedures for laying a dry bond. Students will take notes and write questions for discussion.

Have students use the Internet to look up and learn more about bond patterns using Bon Tool web-site.

Provides background for student to apply the procedure for laying a dry bond.

Provides background for student to apply the procedure for laying a dry bond.

http://www.bontool.com/knowledge_center/KC_Bonds.asp

ACTIVITIES RELEVANCY TO OBJECTIVE

Students will set up the work area with the following materials. * 45 common brick * 36 half brick * 8¾ closures and 8¼ closures. Students should demonstrate correct procedures for laying a dry bond wall using Student Information Sheet 7.2.1, Dry Bonding, as a guide. Arrange brick in a single wythe dry bond 9 courses high.

Provide as much time as possible for students to practice this procedure.

Helps students apply dry bonding procedure to basic structural bonding patterns.

ACTIVITIESRELEVANCY TO

OBJECTIVE

Test ItemsWhile laying a dry bond the mason sees that an opening will require a change in spacing. What should he/she do?

A. Adjust the spacing

B. Check corner layout

C. Lay units on the foundation

D. Mark the end of every unit

While laying out a dry bond the mason realizes that he/she is laying the wrong bond pattern. What should he/she do?

A. Check corner layout

B. Lay units on the foundation

C. Mark the end of every unit

D. Start the procedure over

Reviewing the Key Questions

Why is RBT important?

What are the major differences between RBT-based courses and previous courses?

What is expected of teachers who are teaching an RBT course during the field test year?

How do I examine a curriculum guide?

Questions?Questions?