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Critical Thinking "Blooms Taxonomy"

Higher Level Thinking Ideas
by

Jose Lomeli

on 8 November 2016

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Transcript of Critical Thinking "Blooms Taxonomy"

Bloom's Taxonomy:
Incorporating Critical Thinking into Lesson Design
One way to incorporate Critical Thinking into Lesson Design is to utilize Bloom’s Taxonomy of Cognitive Objectives
Three eras of globalization:
1.0: 1492-1800
the world shrank from a size large to a size medium.
Countries
& Muscle.
2.0: 1800-2000
size medium to size small.
Multinational Companies
- Industrial Revolution first half - telegraph, telephones, PC, satellites, fiber optic cable, Early Web 2nd half.
3.0 2000-?
size small to size tiny. An
individual
& a computer. People worldwide.
Ten Forces that Flattened the World

2. 8/9/95 Connectivity
- When the Web Went Around and Netscape went Public

3. Work Flow Software
- Globally produced and shared digital information

4. Uploading
- Community developed software. Shareware programs FREE. Blogging, Wikipedia, Digital books.

6. Offshoring
- When a company moves the whole factory offshore to another country because of cheaper costs.

8. In-Sourcing
- UPS Brown Shorts - Supply chain - Synchronizing the whole world helping small business.

9. In-Forming
- Google, Yahoo!, MSN Web Search - Searches for jobs, God, Professional Wrestling, Google Recipes


Flatburgers & Fries
How do metacognitive learning skills help students learn?
Metacognition means knowing how one learns.
Provides students with skills to monitor their own learning, to manage information, and to set up a plan of attack.
Teaches them to look for clues, pictures, graphs, glossaries, etc...
Failure to respond decreases
Confidence & Speculation increases
Teacher centered show & tell decreases - student-student interaction increases
Students ask more questions
Children propose more activities
Slower students contribute from 1.5 to 37% more
Discipline problems decrease

(Chat)
They exhibit more flexible types of responses.
The number & kind of teacher questions change.
Teacher expectations for student performance is modified & they become less likely to expect only the brighter students to reply
(Chat)
Instructor Changes
Practice good
wait-time
Practice good
silent-time
Face student who is responding to a question, then look elsewhere to invite more responses.
Do not interfere with student talk; practice active listening
Ask probing questions: “What other ideas do you have?”
(Chat)
Getting better Student-Student Interactions
Results of the data before wait time:
Rhetorical 3
Informational

82
Leading 13
Probing 2
Mean # of questions per 15 minutes of transcript was 38

N = 100
In a Study on Questioning Strategies & Wait Time...
Rhetorical 2
Informational 34
Leading

36
Probing 28
Mean # of questions per 15 minutes of transcript was 8
N = 100
(Chat)
Results after Wait Time was Administered:
"IF - THEN" logic

IF
you want to encourage a response at a particular level of thinking.....

THEN
you must frame the question accordingly.
Framing a Question
(APC: Ask-Pause-Call)
Teacher asks a question

WAIT TIME 1

Teacher calls on student

Student responds

WAIT TIME 2

Same student adds to the response or other students piggyback.
1. What helps bread dough rise?
2. What rights are ensured by the first amendment?
1. Yeast
2. Freedom of Speech
Convergent Questioning Strategy: Narrow objective, short responses
What kinds of evidence would you seek if you were an opponent of the "Big Bang" theory?
Divergent Questioning Strategy: Focuses on evoking a wide range of and longer student responses
Where do I start?
Where do I start?
Why is the world a better (or worse) place because of computers?
Evaluative Questioning Strategy: Based on divergent but incorporates evaluative criteria
1.0 Where does my country fit into global competition?
2.0 Where does my company fit into the global economy?
3.0 Where do I as an individual fit in to global competition and opportunities?
Divergent Questions & Activities
Convergent Questions & Activities
Metacognition
Bloom's Taxonomy
???
???
Wait time
is a powerful tool that increases:

student response from 300-700%

unsolicited but appropriate student responses
(Chat)
Teachers believe the way they teach is through questions, yet most of their questions are at the "read it and repeat it" or "uh-huh" level

Teachers dominate interaction
Teachers typically wait less than one second after posing a question before they...

repeat the question - comment on student answer
redirect the question to another student - answer their own question

rarely do they extend student's thinking
(
Chat
)
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1. Thinking Box:
Level of Bloom's you want your students to be processing
2. General Learning Box:
The Cell (Biology)
Fractions (general Math)
Living Things (general Science)
3. Specific Behavior Box:
The doing box that includes a verb corresponding and aligned with Square 1. Must match!
4. Specific Content from
the broad area:
An outgrowth from the general content.
"mammals and their characteristics" is
specific content from the "living things" of
general science.
Objective
"The learner will demonstrate knowledge of living things by listing three characteristics of a mammal."
Objective
"The learner will demonstrate comprehension of living things by explaining three characteristics of a mammal."
Objective
"The learner will apply knowledge of living things by classifying animals as mammals or nonmammals based on three characteristics."
Objective
"The learner will synthesize knowledge of living things by creating a mammal possessing these three characteristics that has never lived on earth."
If, when given a stack of pictures of various animals, students are able to
classify
mammals versus nonmammals based on the five characteristics, they are
applying
their knowledge.
If students are able to
describe
or
explain
each characteristic in their own words, then they are demonstrating the
comprehension
or
understanding
level of thinking.
If students are able to describe
likenesses
and
differences
between a given mammal and a nonmammal, then they are at the
analysis
level of thinking. This means they are able to break the characteristics of both down into their parts and
recognize relationships
.
If students are able to
design
a new mammal possessing the five characteristics that has never walked the earth before, then they are at the
synthesis
level of thinking. This means they are putting all they know about mammals together to
create something new
.
Finally, if students are able to look at the mammals created by other students and
judge
whether or not they are indeed mammals and give supporting reasons, then they are at the
evaluation
level of thinking. This means the students are able to make
valid judgments based on evidence.
Knowledge simply means
rote memory
or
recall.
If students are listing five characteristics of mammals, they are at the
knowledge
or
memorization
level of thinking.
etc.
,
,
,
1. 11/9/89 Berlin Wall
When the walls came down and Windows went up
Ten Forces that flattened the world
5. Outsourcing
India's institutes of technology have produced Engineers for the U.S. Most of them still live in India!
7. Supply Chaining
"Wal-Mart Symphony" of delivery, sorting, packing, distributing, buying, manufacturing 24/7/365. Pennies on the dollar
10. The Steroids
Wirelessness, online just about everywhere you go in some countries. Wireless turbocharges and amplifies the other flatteners.
With wait time...
Starbucks Chat
(Chat)
Rationale
Full transcript