1. CONSTRUCTIVISM, MULTIPLE INTELLIGENCES, BLOOM’S TAXONOMY, AND METACOGNITION PRINCIPLES OF LEARNING

2. FOUR THEORIES Constructivism Compare and Contrast Traditional/Constructivist Classrooms Multiple Intelligences Self-Assessment of Multiple Intelligences Bloom’s Taxonomy Develop a Question Sequence Metacognition Use Thinking Tools to Drive Your Brain Through active learning, you will practice your knowledge of each theory.

3. CONSTRUCTIVISM “HUMAN LEARNING IS CONSTRUCTED”

4. HUMAN LEARNING IS CONSTRUCTED Constructivism’s central ideal: human learning is constructed learners build new knowledge upon the foundation of previous learning

5. CONSTRUCTION VS. RECEPTION This view of learning sharply contrasts with one in which learning is the passive transmission of information from one individual to another, a view in which reception, not construction, is key.

6. LEARNERS HAVE PRIOR KNOWLDGE Learners come to learning situations with knowledge gained from previous experience. Prior knowledge influences what new or modified knowledge they will construct.

7. LEARNERS HOLD ON TO MISCONCEPTIONS Learners confront their understanding when they encounter a new learning. If what learners encounter is inconsistent with their current understanding, their understanding can change to accommodate that experience. Or not. Misconceptions are shown to persist. EXAMPLES OF MISCONCEPTIONS

8. COMMON MISCONCEPTIONS Computers running Mac OS X or Linux are immune to malware such as Trojan horses or computer viruses. (Computer Science) Particles of solids have no motion. (Chemistry) Air and oxygen are the same gas. (Chemistry) Eating less than an hour before swimming does not increase the risk of experiencing muscle cramps or drowning. (Health) When an event with equally probable outcomes comes out the same way several times in succession, the other outcome is not more likely next time. (Probability)

9. LEARNERS CONSTRUCT KNOWLEDGE Learners apply current understandings, note relevant elements, judge the consistency of prior and emerging knowledge, and, based on that judgment, may modify knowledge.

10. LEARNERS WORK COLLABORATIVELY When people work collaboratively, they bring their own framework and perspectives to the activity. They are able to negotiate and generate meanings and solutions through shared understanding.

11. LEARNERS DEVELOP METACOGNITION In an authentic environment, learners assume the responsibilities of their own learning. They develop metacognitive abilities to monitor and direct their own learning and performance. thinking about one's thinking awareness and understanding of one's own thought processes the processes used to plan, monitor, and assess one’s understanding and performance higher order thinking which involves active control over the cognitive processes engaged in learning Examples include: planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task tools to "drive the brain"

12. LEARNING IS AUTHENTIC Constructivist approach to learning emphasizes authentic, challenging projects that include students, teachers, and experts in a learning community. 1.An activity that involves real-world problems and that mimics the work of professionals; the activity involves presentation of findings to audiences beyond the classroom. 2.Use of open-ended inquiry, thinking skills and metacognition. 3.Students engage in discourse and social learning in a community of learners. 4.Students direct their own learning in project work. DEFINITIO N OF AUTHENTI C LEARNING

13. CONSTRUCTIVISM Definition of Learning Learning is an active, constructive process in collaboration with others. Description of Learner The learner is an information constructor who acts on knowledge. Summary of Theory Learners actively construct or create their own subjective representations of objective reality. New information is linked to to prior knowledge, thus mental representations are subjective. Important Contributors Vygotsky [, Piaget, Dewey Keywords/Ideas Learning as experience Problem Based Learning (PBL) Inquiry and Discovery Learning

14. TRADITIONALCONSTRUCTIVIST Student primarily works alone. Curriculum presented part to whole, with emphasis on basic skills. Strict adherence to fixed curriculum is favored. Curriculum materials rely heavily on textbooks. Students are viewed as blank states on which teachers “etch” knowledge. Teachers behave in didactic manner, transmitting knowledge to students. Teachers rely on right answers to validate student lessons. Assessment of learning is separate form learning process and occurs at the end.

15. TRADITIONALCONSTRUCTIVIST Student primarily works alone. Students primarily work in groups. Curriculum presented part to whole, with emphasis on basic skills. Curriculum is presented whole to part, with emphasis on the big picture or essential question. Strict adherence to fixed curriculum is favored. Pursuit of student questions is highly valued. Curriculum materials rely heavily on textbooks. Curriculum materials rely on primary sources with emphasis on currency, authenticity, and relevance. Students are viewed as blank states on which teachers “etch” knowledge. Students are viewed as thinkers with emerging theories about the world. Teachers behave in didactic manner, transmitting knowledge to students. Teachers behave in interactive manner and mediate the environment for students. Teachers rely on right answers to validate student lessons. Teachers rely on students point of view and solutions to problems. Assessment of learning is separate form learning process and occurs at the end. Assessment of student learning is formative as well as summative and viewed as support for learning.

16. MULTIPLE INTELLIGENCES “THERE ARE MULTIPLE TYPES OF HUMAN INTELLIGENCE.”

17. HUMANS HAVE MULTIPLE INTELLLIGENCES The theory of multiple intelligences challenges the idea of a single IQ, where human beings have one central "computer" where intelligence is housed. Howard Gardner, Harvard professor, proposed the theory in 1983. There are multiple types of human intelligence. Each represent different ways of processing information.

18. FIRST FOUR Verbal-linguistic intelligence refers to an individual's ability to analyze information and produce work that involves oral and written language, such as speeches, books, and emails. Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems. Visual-spatial intelligence allows people to comprehend maps and other types of graphical information. Musical intelligence enables individuals to produce and make meaning of different types of sound.

19. SECOND FOUR Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world. Bodily-kinesthetic intelligence entails using one's own body to create products or solve problems. Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions. Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves.

20. IMPLICATIONS FOR CLASSROOM PRACTICE Having an understanding of different teaching approaches from which we all can learn, as well as a toolbox with a variety of ways to present content to students, is valuable for increasing the accessibility of learning experiences for all students. Providing different contexts for students and engaging a variety of their senses -- for example, learning about fractions through musical notes, flower petals, and poetic meter -- is supported by research.

21. STRATEGIES BASED ON THEORY OF MULTIPLE INTELLIGENCES Provide students with multiple ways to access content improves learning (Hattie, 2011). Provide students with multiple ways to demonstrate knowledge and skills increases engagement, learning, and academic performance (Darling- Hammond, 2010). ACCESS CONTENT Make a game out of the content. Complete a self-assessment of what you know. Organize information into a table or chart. DEMONSTRATE ACHIEVEMENT Create a poster. Engage in discussion. Organize with color. Create an outline. Write a song.

22. MULTIPLE INTELLIGENCES Description of Learner The learner has different levels of 8 different intelligences that impact the strengths and areas of weakness in his/her learning processes and content. Summary of Theory There are multiple types of human intelligence. Each represent different ways of processing information. Teachers should provide students with multiple ways to access content as well as multiple ways to demonstrate knowledge and skills. Important Contributors Gardner Keywords/Ideas Verbal-linguistic, Logical-mathematical, Visual-spatial, Musical, Naturalistic, Bodily-kinesthetic, Interpersonal, Intrapersonal

23. TAKE ASSESSMENT www.edutopia.org/multiple-intelligences-assessment

24. BLOOM’S TAXONOMY “SIX LEVELS OF COGNITIVE COMPLEXITY”

25. BACKGROUND In 1956, Benjamin Bloom, a professor at the University of Chicago, shared his famous "Taxonomy of Educational Objectives." Bloom identified six levels of cognitive complexity that have been used over the past four decades to make sure that instruction stimulates and develops students' higher-order thinking skills.

26. Evaluation Creation Analysis Application Comprehension Knowledge Higher-Level Thinking Skills

27. KNOWLEDGE Recall or recognition of information. list name identify show define recognize recall match define classify describe locate outline give examples distinguish opinion from fact

28. COMPREHENSION The ability to understand, translate, paraphrase, interpret or extrapolate material. (Predict outcome and effects). paraphrase differentiate demonstrate visualize restate rewrite give examples summarize explain interpret describe compare convert distinguish estimate

29. APPLICATION The capacity to use information and transfer knowledge from one setting to another. (Use learned material in a new situation). apply classify modify put into practice demonstrate compute operate solve illustrate calculate interpret manipulate predict show

30. ANALYSIS Identifying detail and having the ability to discover and differentiate the component parts of a situation or information. contrast compare distinguish categorize outline relate analyze organize deduce choose diagram discriminate

31. EVALUATION The ability to judge the value or use of information using appropriate criteria. (Support judgment with reason). criticize justify debate support your reason conclude assess rate evaluate choose estimate judge defend appraise

32. CREATION The ability to combine parts to create the big picture. discuss plan compare create construct rearrange compose organize design hypothesize support write report combine comply develop

33. QUESTION 1 What five to ten scientific discoveries or technological inventions of the last 100 years do you think have had the most impact on people and history? Make a list of these discoveries. Be ready to share.

34. In what categories do your discoveries fit? Create your own categorization scheme. Be sure to have at least one example in each category you create. Below are some ideas: Personal/Health/Medicine - antibiotics, salt, polio vaccine, birth control pill, cigarettes, cloning, lipstick, eye glasses Environmental - Chloro-fluoro-carbons (CFCs), Tetra-ethyl Lead (TEL) Transportation - automobile, airplane, space travel Technology - personal computer, mobile phone Military/Defense - nuclear weapons, drones QUESTION 2

35. QUESTION 3 For one of the discoveries in your list, identify: When, how, why, where, and by whom did the discovery occur? Be ready to share.

36. QUESTION 4a Chose just one of your discoveries: How has the discovery had a positive impact on individuals and society? Make a list of all the positive impacts of just one of your discoveries. Be ready to share.

37. For the SAME discovery: How has the discovery negatively impacted individuals and societies? Make a list of all the negative impacts of just one of your discoveries. Be ready to share. QUESTION 4b

38. QUESTION 5 For the SAME discovery: Conduct a benefit/risk analysis. Do the benefits outweigh the risks? Is the discovery "worth it" for individuals? For society? Justify your decision.

39. QUESTION 6 How does science positively and negatively impact your personal life and society?

40. Bloom’s Taxonomy A useful structure in which to categorize questions. Goes from simplest to the most complex. Recall or recognize information Transfer from one setting to another Identify parts and see patterns Judge value or use based on criteria Put parts together to form a new whole Explain meaning of information

41. BOTTOM 2 LEVELS LevelSkill KnowledgeRecall or recognition of information - Cues: list, define, tell, show, label ComprehensionGrasping (understanding) the meaning of informational materials - Cues: describe, explain, identify, restate

42. TOP 4 LEVELS LevelSkill ApplicationTransfer from one setting to another -Cues: apply, classify, illustrate, solve AnalysisIdentify parts and see patterns - Cues: analyze, examine, experiment, organize, compare, contrast EvaluationJudge value or use based on criteria -Cues: argue, defend, justify, predict, support Synthesis/ Creation Put parts together to form a new whole - Cues: create, design, develop, plan, support

43. QUESTIONTYPE What five to ten scientific discoveries or technological inventions of the last 100 years do you think have had the most impact on people and history? Knowledge Comprehension For one of your discoveries/technological inventions: In what ways has the impact been positive? In what ways has the impact been negative? (consider both personal and societal impact) Analysis For the same discovery or invention, consider both the benefits and the risks. Overall, is the discovery/ invention worth it ? (consider both personal and society) Synthesis Evaluation How has/how will science impact your personal life and society? What scientific discoveries or technological inventions seem possible at this time that you feel should not be pursued? Why? Creation

44. Image from http://maasd.edublogs.org/2012/04/26/linking-ipads-blooms-taxonomy/ Choose a topic in your discipline and create a set of Bloom’s Questions.

45. Bloom's Taxonomy for Technology

46. BLOOM’S TAXONOMY Summary of Theory Bloom’s taxonomy is a classification system used to define and distinguish different levels of human cognition—i.e., thinking, learning, and understanding. Application to Education Teachers may use Bloom’s taxonomy to inform or guide the development of assessments (tests and other evaluations of student learning), curriculum (units, lessons, projects, and other learning activities), and instructional methods such as questioning strategies. Important Contributors Gardner Keywords/Ideas Knowledge, understanding, application, analysis, evaluation, creation, critical thinking

47. GARDNER AND BLOOM TOGETHER !

48. METACOGNITION PROCESSES USED TO PLAN, MONITOR, AND ASSESS YOUR OWN UNDERSTANDING AND PERFORMANCE

49. 3 CATEGORIES OF METACOGNITIVE KNOWLEDGE Person variables: What one recognizes about his or her strengths and weaknesses in learning and processing information. Task variables: What one knows or can figure out about the nature of a task and the processing demands required to complete the task EX: knowledge that it will take more time to read, comprehend, and remember a technical article than it will a similar-length passage from a novel. Strategy variables: The strategies a person has “at the ready” to apply in a flexible way to successfully accomplish a task. EX: knowing how to activate prior knowledge before reading a technical article, using a glossary to look up unfamiliar words, or recognizing that sometimes one has to reread a paragraph several times before it makes sense.

50. RECOMMENDED INSTRUCTIONAL STRATEGIES Metacognition is one’s ability to use prior knowledge to 1.plan a strategy for approaching a learning task, 2.take necessary steps to problem solve, 3. reflect on and evaluate results, and 4.modify one’s approach as needed. It helps learners choose the right cognitive tool for the task and plays a critical role in successful learning.

51. 1. PLANNING PHASE Learners should develop a plan before approaching a learning task, such as reading for comprehension or solving a math problem. During the planning phase, learners can ask: What am I supposed to learn? What prior knowledge will help me with this task? What should I do first? What should I look for in this reading? How much time do I have to complete this? In what direction do I want my thinking to take me?

52. 2. MONITORING PHASE Monitor their understanding; use “fix-up” strategies when meaning breaks down. During the monitoring phase, ask: How am I doing? Am I on the right track? How should I proceed? What information is important to remember? Should I move in a different direction? Should I adjust the pace because of the difficulty? What can I do if I do no tunderstand?

53. 3./4. EVALUATION PHASE Evaluate their thinking after completing the task. During the evaluation phase, learners ask: How well did I do? What did I learn? Did I get the results I expected? What could I have done differently? Can I apply this way of thinking to other problems or situations? Is there anything I don’t understand—any gaps in my knowledge? Do I need to go back through the task to fill in any gaps in understanding? How might I apply this line of thinking to other problems?

54. METACOGNITIVE STRATEGIES Reading: Teach learners how to ask questions during reading and model “think-alouds.” Have them compose their own Bloom’s Question Series. Ask learners questions during read-alouds and teach them to monitor their reading by constantly asking themselves if they understand what the text is about. Have them complete anticipation/reaction guides. Teach them to take notes or highlight important details, asking themselves, “Why is this a key phrase to highlight?” and “Why am I not highlighting this?” Writing: Model prewriting strategies for organizing thoughts, such as brainstorming ideas using a word web, or using a graphic organizer to put ideas into paragraphs, with the main idea at the top and the supporting details below it. Use quick-writes at the beginning, in the middle, or end of class to prompt higher levels of thinking.

55. MORE METAGOCNITIVE STRATEGIES Social Studies and Science: Teach learners the importance of using organizers such as KWL charts, Venn diagrams, concept maps, and anticipation/reaction charts to sort information and help them learn and understand content. Learners can use organizers prior to a task to focus their attention on what they already know and identify what they want to learn. They can use a Venn diagram to identify similarities and differences between two related concepts. Math: Teach learners to use mnemonics to recall steps in a process, such as the order of mathematical operations. Model your thought processes in solving problems—for example, “This is a lot of information; where should I start? Now that I know____, is there something else I know?”

56. METACOGNITION Summary of Principle Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Application to Education Metacognition enables us to be successful learners. Keywords/Ideas Person, task, and strategy variables; planning, monitoring, evaluation, and reflection strategies

57. REFERENCES Darling-Hammond, L. (2010). Performance Counts: Assessment Systems that Support High-Quality Learning.Performance Counts: Assessment Systems that Support High-Quality Learning Fact Sheet: Metacognitive Processes. Just Write! Guide (2012).https://teal.ed.gov/tealguide/metacognitiveuhttps://teal.ed.gov/tealguide/metacognitive Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning. New York, NY: Routledge.Visible Learning for Teachers: Maximizing Impact on Learning