Application Taxonomy Official
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APPLICATIONTAXONOMY"Is skilled at" ELTs
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Level of ExpertiseDemonstrationUseful Verbs, Phrases, Definitions
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MetacognitionIs able to reflect how the use of skills supported or enabled deeper learning
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●Can explain with examples how looking for patterns and trends in the observations allowed student make connnections between clomate and population density
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Use of a skill at a level recognized as distinguished or expert by an external set of criteria.
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IntegratedSophistication●AP writing rubrics ●Music Compeititons ●Industry certifications
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AdaptationUse the skill in a new way or for a different purpose
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●Create a chair with these found objects ●Change the way we play soccer using hands only ●Devise a system for representing sounds with colors
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Problem SolvingAccomplish a goal in an unfamiliar context or complex context for which obstacles exist using the skill
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●Solve ●How would you overcome ●How will you reach your
●Develop a strategy ●Figure out a way
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Authentic ApplicationApplies as needed and not told to do so in an authentic context
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●Write an OpEd piece ●Chart a course from Greece to … ●Design the sets for a production
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After a Delay in Complex ContextsUses a skill appropriately in a complex context without being prompted to do so or as is required as part of a larger problem or situation after a delay from learning and practicing the skill
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● Well-formed and executed throw in competitive game play ●Write an essay on a topic in a world language ●Evaluate/edit this writing
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After a Delay in ContextsUses a skill appropriately in a context without being prompted to do so or as is required as part of a larger problem or situation after a delay from learning and practicing the skill
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● Well-formed and executed throw in fun game play ●Read and summarize this passage in a foreign language
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In complex contextUses a skill appropriately in complex contexts without being prompted to do so or as is required as part of a larger problem or situation
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●Explain why you agree or disagree with a sports reporter's description of a throw ●compare these two works of art in terms of ________ ●Write about a past event in the target language
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IndependentIn contextExhibits or demonstrates the skill in a context that is relevant and known to be exhibited in
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●play a sport ●identify the skill in use by someone else ●create an art piece ●describe a work of art using skill knowledge ●double this recipe
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After a Delay on DemandAble to recall and use a skill when asked to do it "by name"
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●Critique this throw ●add these two numbers ●create a still-life (with these elements) ●Demonstrate a proper throw (X out of Y times) ●order these (benchmark fractions) fractions ●identify the high and low pitches
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On demandExhibits it upon being instructed to do "it" by name (within specified parameters)
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●Critique this throw ●add these two number ●create a still-life (with these elements) ●Demonstrate a proper throw (X out of Y times) ●order these (benchmark fractions) fractions ●identify the high and low pitches
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SupportedCoachedWith verbal cues, models or reminders
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●Did you forget something ●Where can you go to see it (refer to it)
●What do you next ●Which fraction is larger
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DemonstratedReplicates or completes after visual cues or prescribed steps
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●Do what I do ●Follow these steps ●Repeat after me
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InitialReplicationReplicates with verbal cues or modeling
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●Using the example, do … ●Practice the steps of …
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RecogniionResponds to leading prompts about skills
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●What do I do next ●Finish this ...
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9/5/2017Modeled after: Dimensions of Learning (Marzano & Pickering); The New Taxonomy of Educational Objectives (Marzano & Kendall)
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