Applying models of thinking powerpoint

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Applying models of thinking powerpoint

  1. 1. Applying Models of Thinking An Informative Parental Presentation
  2. 2. Dear Parents, Thank you for allowing me totouch your children’s lives on thiseducational journey. The purposeof this presentation is to show youhow the models of thinking areapplied. Sincerely, Miss Dozier
  3. 3. You will understand how toapply…….. Bloom’s Taxonomy of Thinking Skills Demonstrated Thinking Skills Bloom’s Revised Taxonomy in Project Planning and Assessment Marzano’s Dimensions of Learning Costa and Kallick’s 16 Habit of Mind
  4. 4. Bloom’s Taxonomy ofThinking Skills: ProcessesCognitiveProcesses REMEMBER: Produce the right information from memory. UNDERSTAND: Make meaning from educational materials or experiences. APPLY: Use a procedure.
  5. 5. Bloom’s Taxonomy ofThinking Skills: Processes ANALZE: Break a concept down into its parts and describe how the parts relate to the whole EVALUATE: Make judgments based on criteria and standards CREATE: Put pieces together to form something new or recognize components of a new structure
  6. 6. Bloom’s Taxonomy ofThinking Skill: DimensionsKnowledge Dimensions FACTUAL KNOWLEDGE: Basic information Dimensions CONCEPTUAL KNOWLEDGE: The relationships among pieces of a larger structure that make them function together PROCEDURAL KNOWLEDGE: How to do something METACOGNITIVE KNOWLEDGE: Knowledge of thinking in Factual and Conceptual Procedural Metacognitive general and your thinking in particular
  7. 7. Application of CognitiveProcesses and KnowledgeDimensions 6 Cognitive Processes :o 1. REMEMBER (Examples) Recognize-True/False Recall- Reproduce chemical formulaso 2. UNDERSTAND (Examples) Interpreting-Draw a diagram (digestive system) Exemplifying-Name a mammal in our area. Classifying-Group animals into their proper species. Summarizing-List the key points in process of mitosis. Inferring-Use context clues for unfamiliar words Comparing-Use a Venn diagram to demonstrate how plant and animal cells are similar and different. Explaining-Draw a diagram explaining the two types of circulation.
  8. 8. Application of CognitiveProcesses and KnowledgeDimensionso 3. APPLY (Examples) Executing-Add significant digits Implementing- Design an experiment to see how plants grow in different kinds of soil.o 4. ANALYZE (Examples) Differentiating- List the important information in a mathematical word problem and cross out the unimportant information. Organizing-Make a diagram showing the way plants and animals interact in an area. Attributing-Read letters to determine the author’s view on an issue.o 5. Evaluate (Examples) Checking- Review project plan steps. Critiquing- Co-develop a rubric and judge if material meets the criteria
  9. 9. Application of CognitiveProcesses and Dimensionso 6. Create (Examples)Generating- Generate scientific hypothesesPlanning- Outline a research paper on Darwin’s views on evolution.Producing- Build a habitat for local water fowl. 4 Knowledge Dimensions:o 1. Factual KnowledgeKnowledge of terminology- Vocabulary termsKnowledge of specific details and elements-Components of a food chaino 2. Conceptual Knowledge Knowledge of classifications/categories- Species of animals Knowledge of principles/generalizations- Mendel’s Law of Segregation Knowledge of theories, models, and structures-Theory of Evolution
  10. 10. o 3. Procedural Knowledge Subject Specific Skills/Algorithms- Procedure for solving metric problems Subject Specific Techniques/Methods- Scientific method Criteria when to Use the Appropriate Procedures-Methods for experimentso 4. Metacognitive Knowledge Strategic- Reading Comprehension Strategies Cognitive Tasks-Reading demands of books Self-Knowledge-Need for diagram to understand processes
  11. 11. Demonstrated Thinking Skills Remembering- Defining and listing Understanding-Assess, restate, and identify Applying- Calculating using equations, contrast possibilities, and demonstrate math/science principles Analyzing- Pictures, Tables/Diagrams, options (discuss), and generalizations (make) Evaluating- Assess validity, support guesses, and tests guesses Creating- Build models, propose new ways, and work backwards
  12. 12. Bloom’s Taxonomy in Project Planning and Student Assessment 2 Videos: 1.Promoting Higher Level Thinking Skills: Using Blooms Taxonomy with SoftChalk (Part 1) http://www.youtube.com/watch?v=6grRsLm8eww 2.Promoting Higher Level Thinking Skills: Using Blooms Taxonomy with SoftChalk (Part 1) http://www.youtube.com/watch?v=h-vvZbDz09w
  13. 13. Applying Marzano’sDimensions of LearningDimension Title Example 1 Positive Attitudes Classroom and Perceptions Climate (Learning) (Accepted by others; order) 2 Acquisition and *Relate, Integration organize, and (Knowledge) retain new information * 2 types of knowledge: declarative (facts) and procedural (procedures)
  14. 14. Dimension Title Example 3 Extension and *Learners: develop Refinement in-depth (Knowledge) understanding (apply/refine) *Common reasoning processes (8) 4 Meaningful Students learn best if Use they need knowledge (Knowledge) to accomplish a goal that is meaningful to them (5 types) 5 Productive Mental habits that will Habits of Mind enable them to learn on their own (3)
  15. 15. Applying Marzano’sDimensions of Learning Common Reasoning Processes:  Classifying — Organization  Inductive Reasoning — Based on facts, your conclusion  Deductive Reasoning — Conclusions can you draw that must be true  Analyzing Errors — How is this information misleading  Constructing Support — Argument that supports claim  Abstracting — Other situations this can apply to  Analyzing Perspectives —Reasoning behind this perspective  Comparing — Alike
  16. 16. Meaningful Uses Students learn best when doing the following:  Decision Making  Investigation  Experimental Inquiry  Problem Solving  Systems Analysis
  17. 17. Productive Habits  Pupils can learn on their own with the following mental skills:  Critical Thinking  Creative Thinking  Self-Regulation—Metacognition
  18. 18. Costa and Kallicks 16 Habits ofMind Name of Habit  Description2. Persisting 2. Sustain a problem3. Managing Impulsivity solving process4. Listen to others 3. Think before acting (empathy and 4. Listen, empathize, understanding) and understand5. Thinking flexibly views6. Think about thinking 5. Change mind because of additional7. Strive for accuracy data and precision 6. Develop, maintain, and reflect;Aware of actions; explain actions 7. Value craftmanship
  19. 19. Costa and Kallicks 16 Habits ofMind7. Questioning and Posing Problems- Asking ?s and filling in gaps between known and unknown8.Applying Past Knowledge to New Situations-Get meaning from one experience, carry it, and apply it9. Thinking and Communicating (Clarity and Precision)-Writing and orally communicating with precise language
  20. 20. Costa and Kallicks 16 Habits of Mind  10. Gather information (senses)- Derive info by observing or taking in through senses.  11. Creating, Imagining, and Innovating-Trying to conceive problem solutions differently, examining alternative possibilities, using analogies, starting with a vision and working backward, taking risks, and pushing the boundaries  12. Responding with Wonderment and Awe- Maintain a passion and enthusiasm about inquiring, learning, and mastering
  21. 21. Costa and Kallicks 16 Habits ofMind 13.Taking Responsible Risks-Accept uncertainty as part of the normal process 14.Finding Humor- Using humor and laughter to liberate creativity and provoke higher-level thinking skills 15. Thinking Interdependently- Think in concert with others. Ability to justify ideas and to test feasibility. Willingness to accept the feedback 16. Learning Continuously-Constantly searching (better ways), striving for improvement, always growing, learning, and improving themselves

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