1. Connecting Thinking to Self Regulated Learning

2. And now … our expert on thinking.

3. AREASLevel 1Level 2Level 3Level 4 Bloom’s Taxonomy Don’t know it Don’t apply it Can list it & maybe use it Understand it & play with it Ditto & enact it effectively Inductive Thinking Don’t know it Don’t apply it Heard of it, not sure if I use it Understand it & play with it Ditto & enact it effectively Deductive Thinking Don’t know it Don’t apply it Heard of it, not sure if I use it Understand it & play with it Ditto & enact it effectively Making Predictions Don’t know it Don’t apply it Heard of it, not sure if I use it Understand it & play with it Ditto & enact it effectively Making Inferences Don’t know it Don’t apply it Heard of it, not sure if I use it Understand it & play with it Ditto & enact it effectively Critical Thinking Don’t know it Don’t apply it Heard of it, not sure if I use it Understand it and enact it Ditto and enact it effectively RUBRIC - THINKING

5. HOW WOULD YOU RANK THESE RE BORING TO LEARN ASSESSMENT BLOOM’S TAXONOMY MULTIPLE INTELLIGENCE BRAIN RESEARCH INSTRUCTION CURRICULUM

6. HOW WOULD YOU RANK THESE RE IMPORTANCE TO TEACHING ASSESSMENT BLOOM’S TAXONOMY MULTIPLE INTELLIGENCE BRAIN RESEARCH INSTRUCTION CURRICULUM

7. Rank these according to importance in self regulated learning ASSESSMENT BLOOM’S TAXONOMY MULTIPLE INTELLIGENCE BRAIN RESEARCH INSTRUCTION CURRICULUM

8. FOR ME … BUT IT DOES NOT MEAN I’M RIGHT … BUT NO ONE HAS PROVED ME WRONG ASSESSMENT BLOOM’S TAXONOMY MULTIPLE INTELLIGENCE BRAIN RESEARCH INSTRUCTION CURRICULUM BLOOM’S

9. Did you know … Every outcome you teach is driven by Bloom’s taxonomy. When you communicate you employ Bloom’s. What’s your email address? Can you tell me how you did that? Yes, I made that pavlova I’m just trying to figure out why this doesn’t work I wonder what would happen if I added the butter after the batter was mixed? Great meal!

10. GENERAL OBJECTIVE: To analyze various situations or physical phenomena associated with waves, light and modern physics. SPECIFIC OBJECTIVES: The following is a list of what the student should be able to do by the end of this course. As such, the student should be prepared to answer questions on the final examination on any of these points. 1. Oscillatory Motion comprehend the notion of oscillatory motion recall the definition (sine and cosine form) of simple harmonic motion (S.H.M.) comprehend the concepts of amplitude, frequency, period, angular frequency, phase, phase constant and restoring force apply the above concepts to the oscillating mass-spring system

11. Pre-test 1.Write down the six levels of Bloom’s Taxonomy from least to most complex. 2.Identify one instructional method that pushes any three of those levels. 3.Identify two methods that by default push two or more levels of Bloom’s taxonomy. 4.Can you identify an instructional method that pushes all levels of Bloom’s 5.At what grade should you start to teach Bloom’s taxonomy?

12. Pre-test 1.What is meant by inductive thinking? What level of thinking is inductive thinking? 2.Identify one instructional method that pushes inductive thinking 3.What is meant by deductive thinking? What level of thinking does deductive thinking push? 4.Identify one instructional method that pushes deductive thinking. 5.What are the essential attributes of critical thinking? 6.Name two instructional methods that push critical thinking. What level of thinking do critical thinking skills push? Can you identify (recall) 3 critical thinking skills? 7.How does inductive thinking and deductive thinking relate to critical thinking?

13. What can you deduce from this?

15. How are these two cartoons the same? WHAT LEVEL OF THINKING IS THE ABOVE REQUEST?

16. Examining Both Sides of an Issue

17. Examining Both Sides of an Issue in terms of Self Regulated Learning EBS is from de Bono’s CoRT Program CoRT (cognitive research and trust) has 60 tactics for critical thinking; EBS is one of those 60. CAF (Consider All Factors is another.) If students ‘own’ EBS and CAF, then when they are confronted with an issue, they invoke those two tactics rather than getting caught in ‘either/or’ dilemmas, sweeping generalizations etc.

18. Perkins (Outsmarting IQ) IQ is a poor predictor of intelligent behaviour Experience -- to develop patterns Reflection -- to identify, create and connect patterns Strategies -- to respond to the patterns Enough neurons -- to function normally…intelligence is ‘learnable’ (Note: we need about 10 years of intense focus to become an expert in any area that is somewhat or more complex)

19. Why Bloom’s Taxonomy is Important Synthesis Evaluation Analysis Application Comprehension Knowledge

20. Focus on Bloom’s Taxonomy Side A Ranking Ladder Venn Diagram Concept Attainment Mind Maps PMI Academic Controversy Group Investigation Concept Maps Flow Charts Side B Framing Questions Think Pair Share Place Mat Jigsaw Lecture 5 Basic Elements Teams Games Tournaments KWL chart

21. Concerns Based Adoption Model (CBAM) – Hord and Hall Non User Orientation Preparation Mechanical (Implementation Dip) Routine Refined Integrative

22. Effect Size - How Much of a Difference Our Instructional Decisions Make Down side of ‘significance’ (.05,.01,.001) Power – Effect Size (Gene Glass 1978) Integrating Instructional Methods Differentiating Instruction

24. ‘Types’ of thinking and ‘Levels’ of thinking Types of ThinkingTypes of Thinking –Inductive –Deductive –Ranking –Predicting –Sequence –Inquiry –Prioritizing –Identify Levels of ThinkingLevels of Thinking –Synthesis –Evaluation –Analysis –Application –Comprehension –Recall

25. By the end of grade six students will demonstrate their understanding of four types of motion: reciprocal, oscillating, rotational, and linear. Tells you that they will be assessed at the Comprehension level of Bloom’s Taxonomy -- be able to describe in their own words and give examples Tells you implicitly that you have to teach it at the analysis level -- compare and contrast Tells you it is inductive thinking because they have to be able to classify types of motion to get that understanding. SO………………….

26. What instructional methods push analysis (the level of thinking) and inductive thinking (the type of thinking)? Venn Diagrams, Fish Bone Diagrams, Mind Maps, Concept Maps, Concept Attainment, Concept Formation …BUT… will they work alone, competitively or cooperatively or some combination of those 3?

27. Types of Thinking … SIDE A CSI Do plants need water Scientific Method Are nails better than screws If A = B and B = C then B = C SIDE B Dogs are Mammals Cars are Transportation Socks are Clothing After the washer After we dry dishes Clothes in your closet First drawer re utensils

28. Testers … That is a third degree burn. Food in Supermarket Are girls smarter than boys? Does copper burn? You are guilty. Belongs in the other group Your tire is flat.

29. Concept Attainment An Inductive Thinking Strategy that pushes Analysis

30. Directions Focus on a type of thinking; the EVEN numbered examples represent one type of thinking; the ODD numbers represent another type of thinking. Don’t focus on the topic or the answer, that is not important.

31. Data Set 1.The snow is melting so kids will be jumping in puddles at recess. 2.Those people must be poor because their house is so run-down. 3.I did not finish my work so I think the teacher will make me finish it at recess. 4.My friend has an IPOD and an I Phone so her family must be rich.

32. Data Set 5.It’s been raining all weekend. I bet I will have to wear boots to school on Monday. 6.He stayed up all night studying for a test so he must be tired right now. 7.It will probably rain today because there are a lot of dark clouds. 8.He hides his glasses before every Math class so he does not have to do the math test. I think he does not like math.

33. Data Set – Testers – Keep to yourself Mom has dark circles under her eyes, she must be tired. I didn’t do my homework so I will probably get a detention tomorrow. When Mrs. Jones is away, Robert has a bad day. Robert likes it when Mrs. Jones is at school. I yelled at the teacher so I think I will get in trouble when I get home.

34. Testers – Discuss with a partner A.John runs 3 kilometres every day; he must really like running. B. Our volleyball team won the last 5 games, they must be pretty good volleyball players. C. I never finished my reading. I’ll probably have to stay after school. D. Maria studies hard for spelling tests; I bet she gets 100 percent again on the next text.

35. “Is it the meatloaf again?” What is the main idea in this paragraph cartoon?