c




 


The Bloom-Marzano Hierarchy
—



O





















—



!ne of the defining characteristics of human beings is held to be their capacity

to learn from experience, yet how often is the response to delivery failure to
increase the exhortation just to do better or work smarter, rather than think of
another way of tackling the issue? Even the current fashion for scenario
planning tends to reinforce this. It is customary to have three scenarios:

ÑK





Ñ

 
  

Ñ

 


The problem is that, like circus animals trained to jump through hoops, health
planners and managers don¶t know what they don¶t know, and may have a
limited repertoire of response to complex problems. The only way to break new
ground in to lateral problem solving is by creating environments that embrace
diverse analysis, ideas, and experiences. ]

 
 
. Define the levels of thinking and reasoning used
in the Standard Course of Study and testing at
the Altamira International School.

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.
  — 


Ñ !n your own paper,

construct a circle map.

Ñ Within your circle write

down all you know
about Bloom¶s Bloom¶s
Taxonomy. Taxonomy
B 


Ñ 
: Benjamin Bloom publishes a small

volume called ? 

K

?



 

K 

!
B 

Educators use
the taxonomy
to write
instructional
objectives.

Benjamin Bloom Bloom publishes

Assessments
wanted a way to his ?
are designed
classify educational  

according to
goals. K

!
the taxonomy.

State curricula
were written
according to
the taxonomy.
B 


Ñ Bloom¶s Taxonomy was updated in 200 by

Anderson and Krathwol.

?
 
  


Ñ
roblems with Bloom¶s taxonomy:
Ñ !versimplifies the nature of thought and
its relationship to learning (Furst,  4).

Ñ The taxonomy implied a hierarchy of

thought processes running from lower to
higher which did not hold up in research
studies (Marzano, 200).
c 

  


cearning must take

cearning must take
into account the
into account the
learner¶s control of


 
his or her own
as well as the
thinking as well as
thinking processes
the role of emotion
required for
and interest in
manipulating that
acquiring
knowledge.
knowledge.
 B  

 

Ñ obert Marzano set out to repair the

deficiencies of Bloom¶s Taxonomy in the
 0s.

Ñ The result was 
"?

 
K

(200).

Ñ evised as ?"?

 
K

(200)
 

—  

Ñ Altamira¶s program requires testing, and

teachers, as test designers, need a
taxonomy for aligning the goals and
objectives to test questions




 












!
 

—  

2




 Instead, AIS has
K # Marzano¶s
work with the original
Altamira will not
Bloom¶s Taxonomy.
fully adopt
Marzano¶s
hierarchy.
   

Ñ What is the most important ³big idea´

uncovered in the previous slides? What
would be different about the way we teach
and assess if we all knew this ³big idea´?

Ñ In groups, come to consensus about one

³big idea´ from the material.
—  c B
 

Ñ Who can name the levels of Bloom¶s
Taxonomy?
Knowledge
Comprehension
Bloom¶s Application
Taxonomy Analysis
Synthesis
Evaluation
B 

 

Knowing
Organizing
Applying
áybrid
Taxonomy Analyzing
Generating
Integrating
Evaluating
     
!  
 

Ñ In groups, construct a Double-Bubble map

comparing the Bloom Hierarchy to the hybrid
Marzano-Bloom hierarchy.
B"  

 
! 
 

cEVEc DEFINITI!N
Knowing Gathering, storing, and recalling
information
!rganizing Arranging and classifying information
Applying Using information in a new situation
Analyzing Examining relationships among parts
Generating
roducing new meaning or ideas
Integrating Combining information
Evaluating Judging the quality of information
B 

 
! 
 

cEVEc DEFINITI!N
Knowing Gathering, storing, and recalling
information
cow-cevel
!rganizing Arranging and classifying Cognitive
information Tasks

Applying Using information in a new

situation
Analyzing Examining relationships among
parts
Generating
roducing new meaning or ideas High-cevel
Cognitive
Combining information Tasks
Integrating
Evaluating Judging the quality of information
 #cc



 
cEVEc DEFINITI!N

Knowing Gathering, storing, and recalling

information

!rganizing Arranging and classifying information

Applying Using information in a new situation

  $

%
&

describe
identify label

use the
senses to
observe
Knowing
recall
information

store
list
information
in memory
$

% 


Ñ ESc 3, Nc 3.02 ± # some high

frequency words in simple or patterned text.

Ñ Science 2, .03 ± K
  the different

stages of an insect life cycle.

Ñ Social Studies
, 4.03 ± 
 K the

contributions of people of diverse cultures
throughout the history of the United States.
$

%'(  


Ñ 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
$

%'(  


Ñ What led to the decline of soapstone

mining?
A. Dwindling supplies
B. Discovery of mica
C.
reference for pottery
D. Interest in gold mining
  $

%
&

comparing

arrange sequencing
information in order or by
in an a criteria
ordered !rganizing
way

changing
contrasting
the format of
information

classifying
$

% 


Ñ Social Studies , .0 ± ?  the historical

development of governments . . .

Ñ EcA 8, 3.03 ±  

 and  
arguments
by arranging details, examples, and reasons
effectively.

Ñ Advanced Functions, .02 ±  

distributions of univariate data.
$

%'(  


Ñ 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.
$

%'(  

  $—
%
&

knowing
when to
use
knowledge transferring
knowledge
using prior
from one
knowledge
field to
in a new
Applying another
situation
recognizing
bringing similarities
together and
information differences
to solve between
problems situations
$—
% 


Ñ Healthy civing K, 2.0 ± 


 how to get
help in an emergency.

Ñ Theatre Arts , 3.02 --

 and  
 a simple set
for formal or informal dramatic presentations.

Ñ Spanish for Native Speakers , 3.07 --


understanding of conventional written and spoken
expressions in a variety of settings by using
appropriate and exact words to influence
reactions, perceptions, and beliefs.
$—
%'(  


Ñ Which propaganda technique is

represented by the quote ³My opponent is
soft on crime!´?
A. Name calling
B. Bandwagon
C. Glittering generality
D. Stacked cards
$—
%'(  


Ñ 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. .8 m/s2
C. 20.0 m/s2
D. 8 m/s2


—   

Ñ In your groups, you will be given some

sample objectives and test questions.
Identify the thinking skill level for the
objectives and test questions.

Ñ Be prepared to defend your thoughts to the

whole group.
   
 


'(  
 —


Ñ !FTEN, categorizing a question or an objective

requires that you understand the amount of prior
knowledge needed to process the objective at a
particular level.

Ñ !bjectives in higher grades often 

 prior

knowledge, so what may be ³knowing´ to you is
categorized as ³applying´ by them.

 ) "  
 


! 
&
Ñ To what levels do you assign the following
verbs?
Ñ Acquire... Verbs that often call for
Ñ Interact... the student

something imply
Ñ Share knowledge...
   !
Ñ Investigate...
rocedural knowledge
Ñ Develop... requires the use of
information to complete a
Ñ Explore... task. Many times this is
Ñ Compose... nothing more than
application.
Ñ !bserve...
 *
c



 
cEVEc DEFINITI!N

Analyzing Examining relationships among parts

Generating
roducing new meaning or ideas

Integrating Combining information

Evaluating Judging the quality of information

  $—

%
&

identifying
the
attributes
of things
cause and
effect identifying
parts of
objects
identifying Analyzing
logical
errors
identifying
identifying relationships
the main and patterns
idea
$—

% 


Ñ
hysics, 8.0 ±
# the nature of
electrical charges.

Ñ US History, .0 ±  the factors that

led to the United States taking an
increasingly active role in world affairs.

Ñ Visual Arts 7, 3.04 --   and discuss

the value of intuitive perceptions in the
problem-solving process.
$—

%'(  


Ñ A cell with
 solute concentration is

placed in a beaker with a  solute
concentration. What will happen to the cell
over time?

A. The cell will gain H2! and expand.

B. The cell will lose H2! and shrink.
C. The cell will both gain and lose equal amounts of
H2! thus, it will remain the same size.
D. The cell will undergo no exchange of H2! with its
surroundings.
$—

%'(  


Ñ Why did the horse in ³The unaway

Stallion´ 

 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.
  $+
 
%
&

producing
new
meaning or
exploring ideas
hypothetical
situations inferring new
meaning
drawing a Generating
conclusion
predicting
outcomes
elaborating
by adding
examples
or details
$+
 
% 


Ñ Theatre Arts ,
.04 --  meaning from a script

to create characters.

Ñ Science 8,
.0
-- Use maps, ground truthing and

remote sensing to make predictions regarding
changes over time, land use, urban sprawl, and
resource management.

Ñ Civics, 2.02 ± Explain how the United States

Constitution grants and limits the authority of
public officials and government agencies.
$+
 
%'(  

Ñ Which K

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 Jay

B. To reveal Hannah¶s wisdom
C. To foreshadow the choice Jay will have
to make
D. To reduce the tension building between
Jay and Hannah
$+
 
%'(  


Ñ 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.
  $
  
%
&

connecting
and
combining
information

Integrating generalizing
summarizing from
examples or
details

restructuring
ideas to
include new
information
$
  
% 


Ñ ESc -2, IH 4.0
-- Write an organized and

focused composition with supporting
details on familiar and previously studied
topics.

Ñ US History, 2.0 ± j  #significant

events in foreign policy since the Vietnam
War.

Ñ Science 7,
.0
-- j  # the genetic

transmittance of disease.
$
  
%'(  


Ñ 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.
$
  
%'(  


Ñ A house plant is wilting however, it is still

green. What vital resource is it 

 
lacking?
A.
lant food
B. Water
C. Sunlight
D. Air
  $
( 
%
&

judging the
reasonableness
of information

establishing
criteria for Evaluating checking the
judging accuracy of
claims

rating ideas
by quality
$
( 
% 


Ñ Civics, .08 ±  

 methods used by society to
address criminal and anti-social behaviors.

Ñ Algebra II, -- 2.0
Use rational equations to model

and solve problems justify results.

Ñ EcA 7, 4.03 --  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.
$
( 
%'(  

Ñ The scatter plot 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 K

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.
$
( 
%'(  


Ñ Which of the following pieces of

information is 

  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.


—   

Ñ In your groups, will you be given some

sample objectives and test questions.
Identify the thinking skill level for the
objectives and test questions.

Ñ Be prepared to defend your thoughts to the

whole group.
(   

Ñ Should teachers start at the bottom of the

hierarchy and work their way up to more
complex levels of thinking?

Ñ In other words, should we always start with

knowing and end up at evaluating?
 ( 
 
Ñ ³[The] view [that learners must start at the
bottom and work toward the top] may be
characterized as the µclimbing the ladder¶
model of cognition.´
This model is ³at odds with
contemporary views of the learning
process´ and may confine students to a
boring regimen of ³low-level, skill-drill
activities, rote memorization of discrete
facts, and mind-numbing test prep
worksheets.´
 ( 
 
Ñ Teachers should incorporate Marzano¶s
vocabulary into questioning:

XUse a variety of questions at

different cognitive levels.
XAsk  




questions.
XVary the questions asked for each
student.
XChallenge 



to answer
complex questions.
 ( 
 
Ñ Use the Marzano structure for developing
assessment items:

XWrite or re-write multiple

choice items to match the
hierarchy.
XConstruct open-ended items
according to the cognitive
demands of the objective.
 ( 
 
Ñ Embed using the vocabulary of the
hierarchy in everyday work without focusing
on the structure itself:

XStudents do not need to know

the levels of thinking and
reasoning.
XStudents 
  what
common terms like ³verify,´
³assess,´ ³analyze,´ and
³infer´ mean.
 ( 
 
Ñ Does posting the objective daily mean that the
teachers or the students actually understand it?

XN!! N!! N!! N!!

XThe evidence of understanding of the
objective comes from how it is
³unpacked´ in the classroom.
XTeachers should work at making
objectives ³student´ friendly and
encouraging students to personalize
objectives.
 

 

Ñ How does this hierarchy connect to

Marzano¶s 







$
%
Similarities and Comparing & Classifying =
Differences !rganizing
Metaphors & Analogies = Analyzing
and Generating
Nonlinguistic All forms of N can be used at each
epresentation level of the hierarchy.

Setting !bjectives and !bjectives (NC SC!S)

roviding Feedback Feedback = Analyzing and

Evaluating
 Thinking Skills cevels: Thinking Maps

Knowing !rganizing Applying Analyzing Generating Integrating Evaluating

— B  

Ñ Categorizing an Ñ Since the Bloom-

objective or a question Marzano hierarchy is
often depends on the the   of the
interpretation of that SC!S of testing, it is
item as well as the essential that it be
background understood and
knowledge of the applied to classroom
student. practice.
— B  

Ñ !bjectives must be Ñ The NC SC!S did not

³unpacked´ to get at adopt the full Marzano
what is implied for hierarchy, so teachers
students to know, must pay attention to
understand, and be other critical issues
able to do in the such as metacognition,
classroom. emotion, and interest
and the roles they play
in learning.
 
( 
 —
  

Ñ As a result of this information,

Ñ How will my administrative practice
change?

Ñ What will I look for in lesson plans and

observations?

Ñ How has my understanding of the

curriculum and testing changed?
 
( 
   

Ñ As a result of this information,

Ñ What will I do differently in my classroom
assessments?

Ñ What will I do with my lesson planning?

Ñ How will I ³unpack´ my curriculum to get

at what students should know,
understand, and be able to do?

( 

Ñ*uestions?
ÑComments?
ÑNext Steps?