1. Mrs. Kenny Sophomore Seminar February 2011 Name: ____________________________

2. Right-Brain, Left-Brain Multiple Intelligences

3.  There is more than one type of learning.learning  A committee of colleges, led by Benjamin Bloom (1956), identified three domains of educational activities:  Cognitive: mental skills (Knowledge)  Affective: growth in feelings or emotional areas (Attitude)  Psychomotor: manual or physical skills (Skills)

5.  A way to show hierarchy.  Most important items are at the top  Least important items are at the bottom  Examples:  Maslow’s Hierarchy of Needs,  food chain, etc.

6. Pedagogy is the study of being a teacher or the process of teaching. The term generally refers to strategies of instruction, or a style of instruction

7. Began in the 1950’s Is the “gold standard” for how individuals should approach teaching Stimulates deep, engaged learning in students

9. Creating Evaluating Analysing Applying Understanding Remembering Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding

10. Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning. When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teacher’s main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking. (Department of Education, Queensland, 2002, p. 1)

11.  remembering;  memorizing;  recognizing;  recalling identification and  recall of information Who, what, when, where, how...? Describe

12.  interpreting;  translating from one medium to another;  describing in one's own words;  organization and selection of facts and ideas Retell...

13.  problem solving;  applying information to produce some result;  use of facts, rules and principles How is...an example of...? How is...related to...? Why is...significant?

14.  subdividing something to show how it is put together;  finding the underlying structure of a communication;  identifying motives;  separation of a whole into component parts What are the parts or features of...? Classify...according to... Outline/diagram... How does...compare/contrast with...? What evidence can you list for...?

15.  creating a unique, original product that may be in verbal form or may be a physical object;  combination of ideas to form a new whole What would you predict/infer from...? What ideas can you add to...? How would you create/design a new...? What might happen if you combined...? What solutions would you suggest for...?

16.  making value decisions about issues;  resolving controversies or differences of opinion;  development of opinions, judgements or decisions Do you agree...? What do you think about...? What is the most important...? Place the following in order of priority... How would you decide about...? What criteria would you use to assess...?

17. Do any of your teachers ask you to do this???