1. ATP Winter 2009 Online Workshop Jim Valkenburg Delta College

2.  The Concept  Refresher on Flash Cards  Sample GOs

3.  A brief discussion: Using graphic organizers to help link learning styles.  A look at some graphic organizers and how they might be used

4.  Students need a variety of means to learn new or difficult material  Reformatting to accommodate learning styles  Developing higher level thinking skills  Problem Solving, Critical Thinking

5. Knowledge Comprehension Application Analysis Synthesis Evaluation

6.  Knowledge, according to Bloom, is the simple recall of information.  This memorization of data is the foundation for all the other stages of cognitive development.  This stage allows one to give dates of historical events, recite a poem, identify items in a list or recognize patterns.

7.  Comprehension requires knowledge.  In this stage the individual understands and can interpret the meaning from instructions, and can paraphrase problems.  This stage allows one to interpret information from a spreadsheet and explain how to perform a complex task.

8.  Application requires knowledge and comprehension.  The individual can solve problems by adapting information to new situations and in different environments.  The stage allows one to use statistics to evaluate the reliability of a research project.  S/he can demonstrate, modify, manipulate and predict from a given set of data.

9.  Analysis requires knowledge,compre- hension and application.  This individual can distinguish fact and opinion and can separate information into component structural parts.  The stage allows one to recognize logical fallacies.  This person can compare and contrast, discriminate and distinguish, and select appropriate information.

10.  Synthesis requires each of the preceding stages.  This person can develop diverse bits of information and construct them into new meaning or structure.  This stage allows one to take information from a variety of resources and develop a new idea.  This person can combine, compile, explain and generate new structures or patterns.

11.  Evaluation requires all five of the previous stages.  This individual can make judgments about the value of ideas.  This stage allows one to appraise, compare, critique, defend, evaluate and interpret information and come to the most effective solution to a given problem.

12.  Critical thinking requires that one:  Avoid Assumptions  Collect & Sort Evidence  Prioritize Relevant Evidence  Consider Concepts/Viewpoints/Judgements  Create A Plan  Implement  Evaluate

13.  Every Graphic Organizer allows the individual to select how the topic or topics will be viewed and used.

14. Graphic Organizers, like Flash cards, help students to change the format of what they are trying to learn We will use flash cards for the Circulatory System as an example.

15.  But first…  Every picture tells a story

16. Some main ideas related to the are: the heart circulation veins arteries capillaries blood platelet's

17. Heart Blood Capillaries ArteriesVeins Platelets Circulation

18. HeartBloodCapillariesArteriesVeins Platelets Circulation

19. Heart Blood Capillaries ArteriesVeins Platelets Circulation

20.  The following samples of graphic organizers can be used to assist students when learning.  Each graphic organizer requires that the user see, touch and say the information.  This will enhance the ability to access information.

21. 1 2 3 4 Remember our exercise with Flash Cards. There were Cycles incorporated into a number of the formatting schemes.

22. Flowcharts offer a linear context and structure to a series of ideas or questions. They offer a roadmap for an individual to follow.

23. Start Enter O C Multiply by 9 Divide by 5 Add 32 End O F ( O C9)÷5+32= O F Start Enter O F Subtract 32 Multiply by 5 Divide by 9 End O C ( O F-32)x5÷9= O C or

24. If, for instance, one were asked to develop an essay about objects in space, a number of ideas might arise, some of which may not necessarily relate to an academic endeavor. But once the relevant information is found, it becomes easier to relate items that will have relevance to the topic. The Flow of Consciousness allows the user to put down ideas as they arise regardless of how newer ideas relate to the former ideas. It is a way to overcome a creative block because there is no pressure to have precise relationships between ideas.

26. StudentsVisitsContact Hours Tutoring 95638624889 Peer Mentoring 957993816,713

27. Core Values Home Learning Job Play Family Comfort Upkeep Eclectic Lifelong Enjoy Work Well Pro Development Enjoy Work Laugh Sports Spouse Children Siblings

30. Mind Map Organized around several major themes this graphic shows the interrelationship between seemingly unrelated portions of one writing class.

31.  Thinking about thinking is one step in problem solving that many people do not apply.  It is interesting to try to discover what one’s thought processes are when solving problems.

32. Thanks for completing this module. I hope you have found this information useful.. Please respond to the discussion board prompt.