? freely adapted from Tulsa Community College- Engaged Student Programming.

Slides:

Advertisements

Similar presentations

A Focus on Higher-Order Thinking Skills

Advertisements

Outcomes and Standards. Outcome Curricular statements describing how students will integrate knowledge, skills, and values into a complex role performance.

? Tulsa Community College- Engaged Student Programming.

Creating an SLO or PLO Statement Presented by ORIE Team Summer 2013 Academy for Planning, Assessment, and Research.

Learning Taxonomies Bloom’s Taxonomy

Bloom's Taxonomy of Learning (Cognitive domain)

Bloom's Taxonomy of Cognitive Development

Bloom’s Critical Thinking Questioning Strategies

Coach J. What’s the big deal?  Learning takes place when you produce knowledge not re produce it.  Recognize a higher-level thinking question: Colleges.

Bloom’s Critical Thinking Questioning Strategies

Lesson Planning. Teachers Need Lesson Plans So that they know that they are teaching the curriculum standards required by the county and state So that.

Writing Is a Great Tool for Learning!

1 Assessment Gary Beasley Stephen L. Athans Central Carolina Community College Spring 2008.

Quick Flip Questioning for Critical Thinking Kobets S.A. Lyceum №87.

Increasing Critical Thinking POWER VERBS with. Remembering Level.

Student Learning Outcomes

Writing Objectives Including Bloom’s Taxanomy. Three Primary Components of an Objective Condition –What they’re given Behavior –What they do Criteria.

Bloom’s Taxonomy Questioning Strategies Overview.

How to Ask Reading Questions 北一女中寧曉君老師

Bloom’s Taxonomy Revised Version. Bloom’s Taxonomy of Instructional Activities ( REVISED VERSION – PAGE 52) Create Evaluate Analyze Apply Understand Remember.

What should our graduates know?. We ask this question when designing Our lectures A test A laboratory exercise for students Out of class assignments A.

Blooms Taxonomy Margaret Gessler Werts Department of Language, Reading, and Exceptionalities.

Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Ruth SundaKyrene de las Brisas.

A Decision-Making Tool.  Goal  Educational Objectives  Student Learning Outcomes  Performance Indicators or Criteria  Learning Activities or Strategies.

Does this learning goal focus on what the student will do? Objective: Conservation of energy A.Yes B.No C.Depends on context.

Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Adapted from Ruth Sunda and Kyrene de las Brisas.

© SCHLECHTY CENTER FOR LEADERSHIP IN SCHOOL REFORM All rights reserved. Introduction to Bloom’s Taxonomy Coaching for Design.

BLOOM’S TAXONOMY Mrs. Eagen A, A. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts,

Bloom’s Taxonomy A Focus on Higher-Order Thinking Skills.

Higher Order Thinking Skills

1xx K K K Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K.

COMPREHENSION ANALYSIS EVALUATION APPLICATION SYNTHESIS KNOWLEDGE

QUESTIONING! 10/15. Agenda Discuss open-ended questions Discuss different question stems and levels Blooms and Costas Watch a clip on gun violence and.

Unit 5 Seminar D ESCRIBING Y OUR L EARNING. Agenda Unit Objectives Bloom’s Taxonomy Learning Statements Questions.

Teaching and Thinking According to Blooms Taxonomy human thinking can be broken down into six categories.

D ESCRIBING Y OUR L EARNING Unit 5 Seminar. Agenda Unit Objectives Bloom’s Taxonomy Learning Statements Questions.

What is the Purpose of Education? A way of thinking.

Maximizing Instructional Time Student Engagement through Questioning.

?. Why ask questions????? 11( RED ) – INPUT COMPLETE, COUNT, DEFINE, DESCRIBE, IDENTIFY, SCAN LIST, MATCH, NAME, OBSERVE, RECITE, 22( YELLOW ) –P ROCESS.

TTE 350 Lecture Notes for 1/29/01. Nuts and Bolts Assignments AIM ( Questions…

BLOOMS OBJECTIVESLEVEL. Bloom’s Six Levels Knowledge Knowledge Comprehension Comprehension Application Application Analysis Analysis Synthesis Synthesis.

Bloom’s Taxonomy How to Create REALLY good questions!!

Facilitating Higher Order Thinking in Classroom and Clinical Settings Vanneise Collins, PhD Director, Center for Learning and Development Cassandra Molavrh,

Bloom’s Critical Thinking Questioning Strategies

Bloom’s Critical Thinking Questioning Strategies

Objectives Course Goal

Bloom’s Taxonomy (1956) Evaluation Making critical judgments

A Focus on Higher-Order Thinking Skills

85. BLOOM’S TAXONOMY “Bloom’s Taxonomy is a guide to educational learning objectives. It is the primary focus of most traditional education.”

Teacher’s Name Date of Lesson Title of Lesson

A guide to reading, writing, thinking and understanding

Author: Brenda Stephenson The University of Tennessee

Teacher’s Name Date of Lesson Title of Lesson

Teacher’s Name Date of Lesson Title of Lesson

Teacher’s Name Date of Lesson Title of Lesson

Depth of Knowledge (DOK) Levels

Bloom’s Taxonomy (1956) Evaluation Making critical judgments

Assessments for “Remembering” Outcomes

What you assess makes a statement about what you value

Higher Order Thinking Skills

A Focus on Higher-Order Thinking Skills

Costa’s Levels of Questioning

Teacher’s Name Date of Lesson Title of Lesson

Teacher’s Name Date of Lesson Title of Lesson

Bloom’s Critical Thinking Questioning Strategies

Our goal is to be thinking at a higher level.

Classifying Questions

? INQUIRY to question is to learn.

Bloom’s Critical Thinking Questioning Strategies

Presentation transcript:

? freely adapted from Tulsa Community College- Engaged Student Programming

Remember Define Repeat Name List State Describe Recall MemorizeLabel Match Identify Record Show understanding Give examples Restate Discuss Express Rewrite Recognize Explain Report Review Locate Find Paraphrase Tell Extend Summarize Generalize

Differentiate Relate Solve Pretend Interpret Analyze Practice Debate Experiment Distinguish Infer Change Examine Prepare Illustrate Discover Contrast Compute Translate Question Demonstrate Categorize Use Criticize Operate Imply Dramatize Diagram Compare

Conclude Rate Decide Solve Support Model Summarize Judge Estimate Explain Prove Multiple solutions Justify Check Measure Select Teach Evaluate Choose Value Predict Assess Real-life Hypothesize Apply

 Level 1 answers can be found in the text or lecture notes; you can find an answer and put your finger on it.  Level 2 answers require comprehension and knowledge, and then you have to think to come up with the answer.  Level 3 answers require you to use your knowledge to create a new idea or object.

 Level 1 = BOOK  Level 2 = BOOK + BRAIN  Level 3 = BRAIN

 The previous slide took the ideas of Costa’s Levels of Questioning and restructured them into formulas, like in math.  Which level of thinking was required to put the information into a different format?