Levels of Thinking and Reasoning

The Bloom-Marzano Hierarchy

Scott King-Owen, Instructional Services

Welcome!

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Scott King-Owen, gkingowe@nhcs.net

Objectives

1. Define the levels of thinking and reasoning used in the Standard Course of Study and testing in North Carolina.

2. Generate content-specific examples of the levels of thinking and reasoning.

3. Apply the levels of thinking and reasoning to classroom practice.

4. Evaluate effective use of the levels of thinking and reasoning in classroom practice.

Pre-Assessment

On your own paper, construct a circle map.

Within your circle write down all you know about Bloom’s Taxonomy.

Bloom’s Taxonom

y

Bloom’s Taxonomy

1956: Benjamin Bloom publishes a small volume called Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain.

Benjamin Bloom wanted a way to

classify educational goals.

Bloom publishes his Taxonomy of

Educational Objectives.

Educators use the taxonomy

to write instructional objectives.

Assessments are designed according to

the taxonomy.

State curricula were written according to

the taxonomy.

Bloom’s Taxonomy

Bloom’s Taxonomy

Bloom’s Taxonomy was updated in 2001 by Anderson and Krathwol.

So, why do we still not use Bloom’s Taxonomy in North Carolina?

Taxonomy Redefined

Problems with Bloom’s taxonomy:Oversimplifies the nature of thought and

its relationship to learning (Furst, 1994).

The taxonomy implied a hierarchy of thought processes running from lower to higher which did not hold up in research studies (Marzano, 2001).

Learning: What We Now Know

Learning must take into account the

types of knowledge as well as the

thinking processes required for

manipulating that knowledge.

Learning must take into account the

learner’s control of his or her own

thinking as well as the role of emotion

and interest in acquiring

knowledge.

The Birth of Marzano’s Hierarchy

Robert Marzano set out to repair the deficiencies of Bloom’s Taxonomy in the 1990s.

The result was Designing a New Taxonomy of Educational Objectives (2001).

Revised as The New Taxonomy of Educational Objectives (2006)

Marzano and North Carolina

North Carolina’s ABCs program required testing, and the test designers needed a taxonomy for aligning the goals and objectives to test questions so that we would teach what we test and test what we teach.

The resulting “Understanding North Carolina Tests: Thinking Skill Level” was published in 1999.

NC Thinking Skills

Marzano and North Carolina

Misconception Alert:

North Carolina did not fully adopt

Marzano’s hierarchy.

Instead, state officials hybridized Marzano’s work with the original Bloom’s Taxonomy.

So What?

Why does the hierarchy matter?

The goals and objectives of the Standard Course of Study are written with the levels of thinking and reasoning based on Marzano’s work.

So, to effectively teach the SCOS, teachers must be intimate with the hierarchy in order to know

how to really teach the cognitive demands in the objectives.

So What?

Why does the hierarchy matter?

All North Carolina EOGs and EOCs are written with the hierarchy.

So, in order to effectively prepare students for state assessments, teachers must be able to

transform objectives into measurable test items.

Reflection

What is the most important “big idea” uncovered in the previous slides? What would be different about the way we teach and assess if we all knew this “big idea”?

In groups, come to consensus about one “big idea” from the material.

A Closer Look at Bloom and Marzano

Who can name the levels of Bloom’s Taxonomy?

Bloom’s Taxonomy

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Bloom-Marzano Hybrid

Hybrid Taxonomy

Knowing

Organizing

Applying

Analyzing

Generating

Integrating

Evaluating

Similarities and Differences

In groups, construct a Double-Bubble map comparing the Bloom Hierarchy to the hybrid Marzano-Bloom hierarchy.

Bloom – Marzano Hybrid: Definitions

LEVEL DEFINITION

Knowing Gathering, storing, and recalling information

Organizing Arranging and classifying information

Applying Using information in a new situation

Analyzing Examining relationships among parts

Generating Producing new meaning or ideas

Integrating Combining information

Evaluating Judging the quality of information

Bloom-Marzano Hybrid: Definitions

LEVEL DEFINITION

Knowing Gathering, storing, and recalling information

Organizing Arranging and classifying information

Applying Using information in a new situation

Analyzing Examining relationships among parts

Generating Producing new meaning or ideas

Integrating Combining information

Evaluating Judging the quality of information

Low-Level Cognitive

Tasks

High-Level Cognitive

Tasks

Part 1: Low-Level Cognitive Tasks

LEVEL DEFINITION

Knowing Gathering, storing, and recalling information

Organizing Arranging and classifying information

Applying Using information in a new situation

What does “Knowing” mean?

Knowing

list

describe

identify label

recall information

store information in memory

use the senses to observe

“Knowing” Objectives

ESL 3, NL 3.02 – Recognize some high frequency words in simple or patterned text.

Science 2, 1.03 – Observe the different stages of an insect life cycle.

Social Studies 5, 4.03 – Describe the contributions of people of diverse cultures throughout the history of the United States.

“Knowing” Questions

What is federalism?

A. a form of government with elected representatives

B. a division of power between the national and state governments

C. a belief in the idea of national sovereignty

D. a form of government in which elected officials make all economic decisions

“Knowing” Questions

What led to the decline of soapstone mining?

A. Dwindling supplies

B. Discovery of mica

C. Preference for pottery

D. Interest in gold mining

What does “Organizing” mean?

Organizing

arrange information

in an ordered

way

comparing

contrasting

classifying

sequencing in order or by

a criteria

changing the format

of information

“Organizing” Objectives

Social Studies 6, 9.01 – Trace the historical development of governments . . .

ELA 8, 3.03 – Evaluate and create arguments by arranging details, examples, and reasons effectively.

Advanced Functions, 1.02 – Compare distributions of univariate data.

“Organizing” Questions

Why are parallel circuits, rather than series circuits, commonly used in wiring houses?

A. They allow appliances to operate separately.

B. They are cheaper.

C. They have a higher total resistance.

D. The voltage drop varies with each resistor.

“Organizing” Questions

What does “Applying” mean?

Applying

using prior knowledge

in a new situation

knowing when to

use knowledge

bringing together

information to solve

problems

transferring knowledge from one field to another

recognizing similarities

and differences

between situations

“Applying” Objectives

Healthy Living K, 2.06 – Demonstrate how to get help in an emergency.

Theatre Arts 6, 3.02 -- Plan and create a simple set for formal or informal dramatic presentations.

Spanish for Native Speakers 1, 3.07 -- Apply understanding of conventional written and spoken expressions in a variety of settings by using appropriate and exact words to influence reactions, perceptions, and beliefs.

“Applying” Questions

Which propaganda technique is represented by the quote “My opponent is soft on crime!”?

A. Name calling

B. Bandwagon

C. Glittering generality

D. Stacked cards

“Applying” Questions

A boulder falls from a cliff. What is the boulder’s acceleration during the fifth second of the fall?

A. 2.0 m/s2

B. 9.8 m/s2

C. 20.0 m/s2

D. 98 m/s2

Review and Application

In your groups, you will be given some sample objectives and test questions. Identify the thinking skill level for the objectives and test questions.

Be prepared to defend your thoughts to the whole group.

Categorizing Objectives and Questions - A Caveat

OFTEN, categorizing a question or an objective requires that you understand the amount of prior knowledge needed to process the objective at a particular level.

Objectives in higher grades often assume prior knowledge, so what may be “knowing” to you is categorized as “applying” by the state.

Strange Verbs in the SCOS

To what levels do you assign the following verbs?Acquire...Interact...Share knowledge...Investigate...Develop...Explore...Compose...Observe...

Verbs that often call for the student to do something imply

procedural knowledge. Procedural knowledge

requires the use of information to complete a task. Many times this is

nothing more than application.

Part 2: High-Level Cognitive Tasks

LEVEL DEFINITION

Analyzing Examining relationships among parts

Generating Producing new meaning or ideas

Integrating Combining information

Evaluating Judging the quality of information

What does “Analyzing” mean?

Analyzing

cause and effect

identifying the

attributes of things

identifying the main

idea

identifying parts of objects

identifying relationships and patterns

identifying logical errors

“Analyzing” Objectives

Physics, 8.01 – Analyze the nature of electrical charges.

US History, 6.01 – Examine the factors that led to the United States taking an increasingly active role in world affairs.

Visual Arts 7, 3.04 -- Explore and discuss the value of intuitive perceptions in the problem-solving process.

“Analyzing” Questions

A cell with 5% solute concentration is placed in a beaker with a 1% solute concentration. What will happen to the cell over time?

A. The cell will gain H2O and expand.

B. The cell will lose H2O and shrink.C. The cell will both gain and lose equal amounts of

H2O; thus, it will remain the same size.

D. The cell will undergo no exchange of H2O with its surroundings.

“Analyzing” Questions

Why did the horse in “The Runaway Stallion” most likely run through the water to the opposite bank?

A. He was afraid that Jeff was trying to capture him.

B. He wanted the oats in the bucket.

C. He needed to cool down in the water before eating.

D. He was frightened by a noise that Hank made.

What does “Generating” mean?

Generating

exploring hypothetical

situations

producing new

meaning or ideas

elaborating by adding examples or details

inferring new meaning

predicting outcomes

drawing a conclusion

“Generating” Objectives

Theatre Arts 6, 5.04 -- Infer meaning from a script to create characters.

Science 8, 5.05 -- Use maps, ground truthing and remote sensing to make predictions regarding changes over time, land use, urban sprawl, and resource management.

Civics, 2.02 – Explain how the United States Constitution grants and limits the authority of public officials and government agencies.

“Generating” Questions

Which best explains why the author includes this line in the play?

HANNAH: There are tougher questions we have to deal with than baseball movies . . . or which river is the longest . . . or . . .

A. To create sympathy for JayB. To reveal Hannah’s wisdomC. To foreshadow the choice Jay will have

to makeD. To reduce the tension building between

Jay and Hannah

“Generating” Questions

While cleaning a saltwater aquarium, students placed the aquarium plants in a container of distilled water. What effect will this have on the plants?

A. The plant cells will separate.

B. The plant cells will shrink.

C. The plant cells will swell.

D. The plant cells will remain the same.

What does “Integrating” mean?

Integratingsummarizing

connecting and

combining information

generalizing from

examples or details

restructuring ideas to

include new information

“Integrating” Objectives

ESL 9-12, IH 4.05 -- Write an organized and focused composition with supporting details on familiar and previously studied topics.

US History, 12.01 – Summarize significant events in foreign policy since the Vietnam War.

Science 7, 5.05 -- Summarize the genetic transmittance of disease.

“Integrating” Questions

Which of the following statements concerning diffusion and active transport is correct?

A. Both diffusion and active transport require cell energy.

B. Neither diffusion nor active transport require cell energy.

C. Diffusion requires cell energy while active transport does not.

D. Active transport requires cell energy while diffusion does not.

“Integrating” Questions

A house plant is wilting; however, it is still green. What vital resource is it most likely lacking?

A. Plant food

B. Water

C. Sunlight

D. Air

What does “Evaluating” mean?

Evaluatingestablishing criteria for

judging

judging the reasonableness of information

checking the accuracy of

claims

rating ideas by quality

“Evaluating” Objectives

Civics, 6.08 – Evaluate methods used by society to address criminal and anti-social behaviors.

Algebra II, -- 2.05 Use rational equations to model and solve problems; justify results.

ELA 7, 4.03 -- Develop the stance of a critic by considering and presenting alternative points of view or reasons, remaining fair-minded and open to other interpretations, and creating a critical response/review of a work/topic.

“Evaluating” Questions

The scatterplot shows the number of absences in a week for classes of different sizes. Trevor concluded that there is a positive correlation between class size and the number of absences.

Which statement best describes why Trevor’s conclusion was incorrect?

A. The largest class does not have the most absences.

B. The smallest class does not have the least number of absences.

C. The data show no relationship between class size and number of absences.

D. The data show a negative relationship between class size and number of absences.

“Evaluating” Questions

Which of the following pieces of information is most helpful in supporting the writer’s request for a replacement?

A. The writer knew she had the perfect gift for her mother.

B. The writer gave the hand vacuum to her mother for her fortieth birthday.

C. The vacuum had no suction.

D. The writer and her father read the owner’s manual together.

Review and Application

In your groups, will you be given some sample objectives and test questions. Identify the thinking skill level for the objectives and test questions.

Be prepared to defend your thoughts to the whole group.

Thoughts for the Classroom

Should teachers start at the bottom of the hierarchy and work their way up to more

complex levels of thinking?

In other words, should we always start with knowing and end up at evaluating?

Some Thoughts for the Classroom

“[The] view [that learners must start at the bottom and work toward the top] may be characterized as the ‘climbing the ladder’ model of cognition.”

This model is “at odds with contemporary views of the learning

process” and may confine students to a boring regimen of “low-level, skill-drill

activities, rote memorization of discrete facts, and mind-numbing test prep

worksheets.”

Some Thoughts for the ClassroomTeachers should incorporate Marzano’s

vocabulary into questioning:

»Use a variety of questions at different cognitive levels.

»Ask different students questions.

»Vary the questions asked for each student.

»Challenge all students to answer complex questions.

Some Thoughts for the Classroom

Use the Marzano structure for developing assessment items:

»Write or re-write multiple choice items to match the hierarchy.

»Construct open-ended items according to the cognitive demands of the objective.

Some Thoughts for the ClassroomEmbed using the vocabulary of the

hierarchy in everyday work without focusing on the structure itself:

»Students do not need to know the levels of thinking and reasoning.

»Students do need to know what common terms like “verify,” “assess,” “analyze,” and “infer” mean.

Some Thoughts for the ClassroomDoes posting the objective daily mean that the

teachers or the students actually understand it?

»NO! NO! NO! NO!»The evidence of understanding of the

objective comes from how it is “unpacked” in the classroom.

»Teachers should work at making objectives “student” friendly and encouraging students to personalize objectives.

Marzano and CITW

How does this hierarchy connect to Marzano’s Classroom Instruction that Works?

Similarities and Differences

Comparing & Classifying = Organizing

Metaphors & Analogies = Analyzing and Generating

Nonlinguistic Representation

All forms of NR can be used at each level of the hierarchy.

Setting Objectives and Providing Feedback

Objectives (NC SCOS)

Feedback = Analyzing and Evaluating

North Carolina Thinking Skills Levels: Thinking Maps

Knowing Organizing Applying Analyzing Generating Integrating Evaluating

A Few Big Ideas

Categorizing an objective or a question often depends on the interpretation of that item as well as the background knowledge of the student.

Since the Bloom-Marzano hierarchy is the language of the SCOS of testing, it is essential that it be understood and applied to classroom practice.

A Few Big Ideas

Objectives must be “unpacked” to get at what is implied for students to know, understand, and be able to do in the classroom.

The NC SCOS did not adopt the full Marzano hierarchy, so teachers must pay attention to other critical issues such as metacognition, emotion, and interest and the roles they play in learning.

Conclusion -- Administration

As a result of this information,How will my administrative practice

change?

What will I look for in lesson plans and observations?

How has my understanding of the curriculum and testing changed?

Conclusion -- Teachers

As a result of this information,What will I do differently in my classroom

assessments?

What will I do with my lesson planning?

How will I “unpack” my curriculum to get at what students should know, understand, and be able to do?

Conclusion

Questions?Comments?Next Steps?

For more information, contact Scott King-Owen, gkingowe@nhcs.net