Ravalli County Curriculum ConsortiumAugust 2011
Marzano Research Laboratory
Taxonomy gives a framework for developing tasks more easily. Gives complexity.
Level 6 – Self-System Thinking Level 5 – Metacognition Level 4 – Knowledge Utilization Level 3 – Analysis Level 2 – Comprehension Level 1 – Retrieval
• Executing--Almost a different category. Can vary in
complexity K-12.
Performing procedures
• Recalling—Short answer type question. Information isn’t
provided.
Producing information on demand
• Recognizing—Most basic level. Information is provided.
Determining whether information is accurate, inaccurate
or unknown
Process Definition Example activity
ExecutingThe student can perform
procedures without significant errors
Provide the next number in the sequence:
7,11,14,18,21,___?
RecallingThe student can produce information on demand
Label the diagram of the cell
Recognizing
The student can determine whether provided
information is accurate, inaccurate or unknown
Which of the following did not land on the moon?A.Neil Armstrong
B.Buzz AldrinC.Michael Collins
Process Possible Verbs
Executing •Use•Demonstrate•Show•Make•Complete
•Draft•Create
Recalling •Exemplify•Name•List•Label•State
•Describe•Who•What•Where•When
Recognizing •Recognize (from a list)•Select (from a list)•Identify (from a list)•Determine if the following Statements are true
If the element involves the components of a conversational greeting…
…Write a sample task utilizing:•Recognizing Which one of the following is a component of a greeting.
•Recalling List 2 different greetings.
Symbolizing—Non-linguistic •Construct symbolic representations of information
Integrating--Summarizing•Identify basic structure of information—most important points.
Process Definition Example activity
SymbolizingDepicting the critical aspects of knowledge in a pictorial? form
Diagram the structure of the 3 branches of the U.S. government
IntegratingIdentifying the critical or essential elements
of knowledge
Summarize the main causes of the Civil War
Process Possible Verbs
Symbolizing •Symbolize•Depict•Represent•Illustrate•Draw
•Show•Use models•Diagram•Chart
Integrating •Describe how or why•Describe the key parts of•Describe the effects•Describe the relationship between
•Explain ways in which•Paraphrase•Summarize
If the element involves the components of conversational greetings.
…With the group at your table, come up with a sample task utilizing:•Symbolizing Create a diagram showing the components of greetings
•Integrating Summarize the key components of conversational greetings.
Specifying—making predictions• Identify logical consequences of information
Generalizing• Construct new principles or generalizations
based on information Analyzing Errors—i.e. editing
• Identify errors Classifying
• Identify categories to which information belongs
Matching• Identify important similarities and differences
Operation Definition Example activity
SpecifyingMaking and defending
predictions about what might happen
Predict the impact of a 5 degree change in
temperature on the Earth and explain the prediction
GeneralizingInferring new generalizations
from known knowledge
Based on what you know, why do humans build
settlements where they do?
Analyzing Errors
Identifying logical or factual errors in knowledge
Examine candidate’s campaign literature to find
errors or overgeneralizations
ClassifyingIdentifying superordinate and
subordinate categories to which information belongs
Organize the following countries into 3 different
regions
MatchingIdentifying similarities and
differences
Compare and contrast the foreign policy of the U.S. under Presidents Clinton
and Bush.
Process Possible Verbs
Specifying •Make and defend•Predict•Judge•Deduce
•What would have to happen•Develop an argument•Under what conditions
Generalizing •Generalize•What conclusions can be drawn•What inferences can be made
•Create a generalization•Create a principle•Create a rule•Trace the development of•Form conclusions
Analyzing Errors
•Revise•Edit•Evaluate
•Diagnose•Critique•Assess
•Identify errors•Identify problems•Identify issues
Process Possible verbs
Classifying •Classify•Organize•Sort
•Identify a broader category•Identify categories•Identify different types
Matching •Categorize•Compare and Contrast•Differentiate
•Discriminate•Distinguish•Sort
•Create analogy•Create metaphor
If the element involves the components of conversation with the group at your table, come up with a sample task utilizing:•Specifying Under what conditions would you use different types of greeting?
•Generalizing What general conditions must exist for greetings?
•Analyzing Errors What errors are made in conversational greetings?
If the element involves the components of conversational greetings…
…With the group at your table, come up with a sample task utilizing:• Classifying Organize the greetings into categories (e.g. formal occasions, informal occasions, gender differences etc.)
• Matching Compare the greeting components in different cultures.
Investigating• Testing an hypothesis using the
assertions and opinions of others Experimenting
• Testing an hypothesis using data collected by the student
Problem Solving• Using information to accomplish a
goal for which obstacles or limiting conditions exist
Decision Making• Using information to make a decision
Process Definition Example Activity
InvestigatingGenerate a hypothesis and use the assertions and opinions of others to test the hypothesis
Generate a hypothesis and research what
might happen to the polar ice caps if the temperature of the
earth rose 5 degrees
ExperimentingGenerating and testing a
hypothesis by conducting an experiment and collecting data
Generate and test a hypothesis about the growth of plants in
various medium
Problem solving
Accomplishing a goal for which obstacles exist
Determine the best strategy for
accomplishing peace in the world
Decision Making
Selecting among alternatives that initially appear to be equal
Choose the best site for a new airport from 3 alternatives. Explain
your decision.
Process Possible Verbs
Investigating •Investigate•Research•Find out about•Take a position on
•What are the differing features of•How/Why did this happen•What would have happened if
Experimenting
•Experiment•Generate and test•Test the idea that•What would happen if
•How would you test that•How would you determine if•How can this be explained•Based on the experiment, what can be predicted
Problem-Solving
•Solve•Adapt•Develop a strategy to
•Figure out a way to•How would you overcome•How will you reach your goal to
Decision-Making
•Decide•Select the best among alternatives
•Which of these is most suitable•What is the best way
…With the group at your table, come up with sample tasks utilizing 1 or 2 of the Knowledge utilization processes…• Investigating
Research other types of conversation patterns.
• Problem-Solving Develop a strategy that could enhance
conversations.
• Decision – Making What component of conversation was the most
significant ?
These are not assessed in the typical classroom
Monitoring Accuracy• The student is able to determine their
own level of accuracy Monitoring Clarity
• The student is able to determine how clear their understanding is
Process Monitoring• The student is able to monitor their own
progress toward a specific goal Specifying Goals
• The student is able to specify learning goals and develop a plan to achieve them
These are not assessed in the typical classroom Examining motivation
• The students identifies his or her own level of motivation towards learning
Examining Emotional Response• The student identifies his or her own emotional
response to the learning Examining Efficacy
• The student identifies beliefs about his or her ability to improve competence or understanding
Examining Importance• The student identifies how important the
learning is and the reasons behind this belief