1. Rebecca Stobaugh, Ph.D. DEEPER LEARNING: BLOOM’S TAXONOMY EVALUATE-LEVEL STRATEGIES

2. PRESENTER REBECCA STOBAUGH Previous principal and teacher Author of two books on critical thinking Currently, Assistant Professor at Western Kentucky University

4. NEW WAVE OF ASSESSMENTS

5. Ways to assess thinking on the Evaluate level Techniques for embedding Evaluate-level strategies into instruction and assessments Technologies that support higher-level thinking LEARNING TARGETS

6. CHECKING Evaluate Level

7. The evidence is presented on both sides. One witness testifies for her mother and persuasively argues that her ex-husband hit her mother, causing major health problems. Health experts explain that the medical condition is due to blunt force trauma. The ex- husband clarifies that the mother refused to leave his house and, after an argument, he hit the mother. Now, it is the jury’s responsibility to examine the facts. WHO’S TELLING THE TRUTH?

8. Author’s level of expertise/credentials Author biases or special interests/values Chance of personal gain First-hand witness / AUTHOR/SOURCE

9. Significant evidence to support claims Can evidence be interpreted differently? EVIDENCE

10. Do other authorities agree? Obtain more than 1 expert opinion to corroborate information. Does the source leave out key information? When was the publication published? e RELIABILITY OF SOURCES

11. Identify proof for or against that this source is reliable. TASK Proof ForProof Against

14. Emphasize this is a life survival skill. Evaluate a variety of sources: songs, movies, quotes, book characters, websites. IMPLEMENTATION

15. CRITIQUING Decision-Making Strategy

16. TASK: WHAT PERSON HAS MADE THE MOST IMPACT ON OUR WORLD? 1.Identify the 3 criteria you think it is important to consider. 2.Brainstorm 3 possible people that meet the criteria. 3.Complete the chart ranking each individual. Criteria 1Criteria 2Criteria 3Total Person 1321 Person 2233 Person 3112

17. STEP 1: IDENTIFY THE QUESTION, SITUATION, OR DILEMMA. Brainstorm an open-ended question, real-world situation, or dilemma where multiple answers could be accepted if justified. When possible, use real-world situations and connect with your students’ interests to increase your students’ motivation to complete the task.

18. STEP 1: IDENTIFY THE QUESTION, SITUATION, OR DILEMMA. Question Example: What leader in our field of study has made the most impact on the world? Situation Example: Hired as a NBA recruiter, you are to review the statistics of six prospects and select the one basketball player that you would recruit. Dilemma Example: Working for a book company, you are to select one book that was first published 50 or more years ago but is not widely known and would be appealing to the young adult market today. Examine the literature options and prepare a persuasive presentation to convince the president of the company to select your book.

19. STEP 2: DEVELOP THE CRITERIA TO EVALUATE THE SOLUTION Groups would brainstorm the criteria. This might require research to determine the appropriate criteria to use for the evaluation. Or, the teacher could identify the criteria.

20. STEP 3: BRAINSTORM THE POSSIBLE ALTERNATIVES Based on research, groups then would identify between three to six options, hypotheses, or strategies that fit the criteria. Option: Teacher can provide a list of the alternatives.

21. Groups then would identify how each alternative met the criteria. Use a graphic organizer to support their thinking. Students either record evidence they found to support that criteria or provide a numerical ranking. Groups then holistically rank which option is the best. STEP 4: EVALUATE EACH CHOICE

22. Graphic organizer Class debate Persuasive essay Presentation arguing their top ranking Other? STEP 5: WAYS TO ASSESS

23. OPTIONS: Teacher leading and supporting the students to complete each part, or students could complete it independently. By using groups it is more student-centered with students learning to consider various viewpoints and other options.

24. WHAT ARE THE STRENGTHS OF THIS STRATEGY? Process information at a high level Might help them make better choices in their real life as they learn to make reasoned decisions

25. IMPLEMENTATION How can you use this strategy in your class? What could be a decision your students could make that would challenge your students to critically think while learning content?

26. Spoof web sites: www.philb.com/fakesites.htmwww.philb.com/fakesites.htm Presentation technologies: Screencasting (Screener, Brainshark, Scribblar, Show Me, Educreation, Presentation Tube, Screen Cast-o-matic) Polling technologies: Poll Daddy, Poll Everywhere, Survey Money Ranking technologies: DecideAlready & Debategraph, TECHNOLOGIES

27. Ways to assess thinking on the Evaluate level Techniques for embedding Evaluate-level strategies into instruction and assessments Technologies that support higher-level thinking LEARNING TARGETS

28. Dr. Rebecca Stobaugh Email: rebecca.stobaugh@wku.edurebecca.stobaugh@wku.edu Training: Assessment, Critical Thinking Strategies, Technology Integration