Module 2.5 A.  Understand Bloom’s Taxonomy to aid in structuring a session or multiple sessions.  Use mnemonics to help memorize information.  Discover.

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Presentation transcript:

Module 2.5 A

 Understand Bloom’s Taxonomy to aid in structuring a session or multiple sessions.  Use mnemonics to help memorize information.  Discover why critical thinking skills are necessary in college and in everyday life.  Find ways to improve critical thinking skills in tutees.

 Bloom’s Taxonomy  The hierarchy of learning by which basic knowledge eventually develops into critical thinking skills.  Critical thinking  A skill that develops over time just like reading, swimming, or cooking.  Analyzing all sides of an issue to find more than the obvious.  Use when determining the validity of an internet or library source, the best way to complete assignments, and how best to get along with professors and classmates.

 There are six levels of learning according to Bloom’s Taxonomy.  Bloom asserts that one level must be mastered before the next one can be understood.

 This level is being able to make a list of something or to recognize it on a multiple choice test.  An example would be selecting the answer “SQ3R” on a test for being an effective textbook study strategy.

 There are lots of ways to acquire knowledge (aka. Memorize information)  Mnemonics are memory tricks to help  Acronyms  Acrostics  Rhyme Keys  Loci Method  Keyword Method  Image-Name  Chaining  Chunking

 This involves understanding something to the degree that it can be explained in one’s own words.  Materials can be translated or interpreted.  For example, the tutor has knowledge of SQ3R and would be able to explain what the “Survey” step is.

 The student finds some practical use for the information and uses it to solve problems.  For example, apply SQ3R to a sociology book.

 When analyzing, break complex ideas into parts and see how they work together.  For example, students may decide that one part of SQ3R is more useful for studying a sociology book, while another would work better for a math book.

 When synthesizing, students make connections with things they already know.  Students are able to draw conclusions and make predictions.  For example, summarizing a unit or predicting test questions.

 When evaluating, the student judges something’s worth and compares it to a standard or expectation.  For example, did the note-taking system work in history class or do adjustments need to be made?