The New Taxonomy Marzano and Kendall 2008 Ravalli

The New Taxonomy (Marzano and Kendall, 2008) Ravalli County Curriculum Consortium August 2011 Marzano Research Laboratory

Overview of the New 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

Level 1 - Retrieval— Usually 2. 0 level element. • 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

Retrieval Process Definition Example activity Executing The student can perform procedures without significant errors Provide the next number in the sequence: 7, 11, 14, 18, 21, ___? Recalling The student can produce information on demand Label the diagram of the cell 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 Aldrin C. Michael Collins Recognizing

Retrieval Verbs 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

Your Turn! - Retrieval 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.

Level 2 - Comprehension Symbolizing—Non-linguistic • Construct symbolic representations of information Integrating--Summarizing • Identify basic structure of information—most important points.

Comprehension Process Symbolizing Integrating Definition Example activity Depicting the critical Diagram the structure of aspects of knowledge in a the 3 branches of the U. S. pictorial? form government Identifying the critical or essential elements of knowledge Summarize the main causes of the Civil War

Comprehension Verbs 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

Your Turn! - Comprehension 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.

Level 3 – Analysis--Students must tell WHY! 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

Analysis Operation Definition Example activity Specifying Making and defending predictions about what might happen Predict the impact of a 5 degree change in temperature on the Earth and explain the prediction Generalizing Inferring 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 Classifying Identifying superordinate and subordinate categories to which information belongs Organize the following countries into 3 different regions Matching Identifying similarities and differences Compare and contrast the foreign policy of the U. S. under Presidents Clinton and Bush.

Analysis verbs 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 • Identify errors • Identify problems • Identify issues • Diagnose • Critique • Assess

Analysis verbs 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

Your Turn! - Analysis 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?

Your Turn! - Analysis 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.

Level 4 – Knowledge Utilization Intended to be open ended. 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

Knowledge Utilization Process Definition Example Activity Investigating Generate 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 Experimenting Generating 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 Selecting among alternatives that initially appear to be equal Choose the best site for a new airport from 3 alternatives. Explain your decision. Decision Making

Knowledge Utilization Verbs 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

Your Turn! Knowledge Utilization …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 ?

Level 5 –Metacognition 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

Level 6 – Self-System Thinking 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