Chpt9
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This chapter discusses how teachers can guide students in complex cognitive processes like conceptual understanding, thinking and reasoning, problem solving, and transfer. It defines concepts and discusses strategies for concept formation like rule-example and hierarchical categorization. It also covers types of reasoning like inductive, deductive, and critical thinking. Problem solving strategies discussed include finding and framing problems, developing strategies, and evaluating solutions. Finally, it defines transfer as applying knowledge to new situations and discusses different types of transfer.
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Chpt 9 ppt
This chapter discusses complex cognitive processes like conceptual understanding, thinking and reasoning, problem solving, and transfer. It defines concepts and describes strategies for promoting concept formation like hierarchical categorization and concept maps. It also discusses different types of reasoning and thinking, including critical thinking and creative thinking. The chapter covers problem solving strategies and obstacles. Finally, it defines transfer as applying previous knowledge to new situations and describes different types of transfer.
Module 5. blooms taxonomy
- The document discusses Bloom's Revised Taxonomy, which is a framework for categorizing levels of thinking skills. It provides the original taxonomy terms and the revised terms.
- For each term (remembering, understanding, applying, analyzing, evaluating, creating), the document defines it, provides example activities and potential products.
- The levels progress from remembering/recall of facts, to understanding meanings, then applying concepts, analyzing parts, evaluating with criteria, to the highest order of creating new ideas.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 7-Reflective and Critical Wri...
This document discusses reflective and critical writing for teachers. It notes that teachers regularly read, write lesson plans, diaries, and maintain logs and journals. Writing is an important part of critical thinking and reflective practice. The document outlines how to write an effective critical review by summarizing material, analyzing arguments and evaluating using appropriate criteria. It provides steps for critical reading, analyzing, structuring a review, and final revision. Reflective writing allows personal response and processing of experiences to promote learning. Forms of reflective writing include learning logs/journals and reflective presentations and essays.
Cognitive apprenticeship
The document discusses different teaching perspectives - cognitive apprenticeship, nurturing teaching, and social reform teaching. Cognitive apprenticeship focuses on applying skills through modeling, coaching, fading, self-directed learning, and generalizing. Nurturing teaching emphasizes caring, empathy, self-efficacy, and connecting learning to students' experiences. Social reform teaching aims to challenge status quo, encourage critical thinking, and empower social action. The document provides characteristics and instructional strategies for each perspective, and an example of integrating them in an ESL class.
Cognitive Apprenticeship
The document discusses the importance of effective teaching and how it impacts student achievement. It notes that students who had 3 years of very effective teachers scored much higher on achievement tests than students who had 3 years of very ineffective teachers. The document emphasizes that the knowledge and skills of teachers is the most important influence on student learning.
Critical Reflection And The Reflective Practitioner
The document discusses critical reflection and reflective practice. It defines critical reflection as thinking about one's own thinking and being open to change, which enables reflective practice. Critical reflection broadens traditional reflection by considering sociocultural and historical contexts. Reflection can occur on action after an event or in action as a problem unfolds. Reflective practice provides a safe environment for learners to apply knowledge and develop more sophisticated judgements over time. Critical reflective practice challenges technical rationality and requires diagnosing problems, testing solutions, and taking responsibility amid uncertainty.
Bloom's Taxonomy
The document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised taxonomy, including changes in terms and emphasis. Each of the six cognitive levels in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and explained with potential classroom activities and products provided as examples.
Principles of teaching.structure of subject matter content.2015
Structure of Subject Matter Content
Cognitive
Skills
Affective
Report in Principles of Teaching 1 course subject
TUPC, 2015
Recommended
Chpt 9 ppt
This chapter discusses complex cognitive processes like conceptual understanding, thinking and reasoning, problem solving, and transfer. It defines concepts and describes strategies for promoting concept formation like hierarchical categorization and concept maps. It also discusses different types of reasoning and thinking, including critical thinking and creative thinking. The chapter covers problem solving strategies and obstacles. Finally, it defines transfer as applying previous knowledge to new situations and describes different types of transfer.
Module 5. blooms taxonomy
- The document discusses Bloom's Revised Taxonomy, which is a framework for categorizing levels of thinking skills. It provides the original taxonomy terms and the revised terms.
- For each term (remembering, understanding, applying, analyzing, evaluating, creating), the document defines it, provides example activities and potential products.
- The levels progress from remembering/recall of facts, to understanding meanings, then applying concepts, analyzing parts, evaluating with criteria, to the highest order of creating new ideas.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 7-Reflective and Critical Wri...
This document discusses reflective and critical writing for teachers. It notes that teachers regularly read, write lesson plans, diaries, and maintain logs and journals. Writing is an important part of critical thinking and reflective practice. The document outlines how to write an effective critical review by summarizing material, analyzing arguments and evaluating using appropriate criteria. It provides steps for critical reading, analyzing, structuring a review, and final revision. Reflective writing allows personal response and processing of experiences to promote learning. Forms of reflective writing include learning logs/journals and reflective presentations and essays.
Cognitive apprenticeship
The document discusses different teaching perspectives - cognitive apprenticeship, nurturing teaching, and social reform teaching. Cognitive apprenticeship focuses on applying skills through modeling, coaching, fading, self-directed learning, and generalizing. Nurturing teaching emphasizes caring, empathy, self-efficacy, and connecting learning to students' experiences. Social reform teaching aims to challenge status quo, encourage critical thinking, and empower social action. The document provides characteristics and instructional strategies for each perspective, and an example of integrating them in an ESL class.
Cognitive Apprenticeship
The document discusses the importance of effective teaching and how it impacts student achievement. It notes that students who had 3 years of very effective teachers scored much higher on achievement tests than students who had 3 years of very ineffective teachers. The document emphasizes that the knowledge and skills of teachers is the most important influence on student learning.
Critical Reflection And The Reflective Practitioner
The document discusses critical reflection and reflective practice. It defines critical reflection as thinking about one's own thinking and being open to change, which enables reflective practice. Critical reflection broadens traditional reflection by considering sociocultural and historical contexts. Reflection can occur on action after an event or in action as a problem unfolds. Reflective practice provides a safe environment for learners to apply knowledge and develop more sophisticated judgements over time. Critical reflective practice challenges technical rationality and requires diagnosing problems, testing solutions, and taking responsibility amid uncertainty.
Bloom's Taxonomy
The document provides an overview of Bloom's Taxonomy and higher-order thinking. It discusses the original and revised taxonomy, including changes in terms and emphasis. Each of the six cognitive levels in the revised taxonomy - Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating - are defined and explained with potential classroom activities and products provided as examples.
Principles of teaching.structure of subject matter content.2015
Structure of Subject Matter Content
Cognitive
Skills
Affective
Report in Principles of Teaching 1 course subject
TUPC, 2015
Untitled 1
The document discusses improving critical thinking skills through educational technology. It outlines that critical thinking is a valued but difficult to teach skill. The Reason! project developed Reason!Able software to provide students with quality practice in critical thinking through activities that are motivated, guided, scaffolded, graduated with feedback. Students using the software showed dramatic gains in critical thinking abilities compared to traditional methods. The document argues quality practice through educational technology may be an effective way to enhance critical thinking skills.
Bloom's taxonomy
Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. It was created in 1956 by education psychologist Benjamin Bloom and revised in 2001. The taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills and has six levels - remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain deals with attitudes, values, and emotions and also has five levels. The psychomotor domain involves physical skills and manipulations and its levels range from perception to complex overt responses. Bloom's Taxonomy provides a useful guide for designing instructional objectives and assessments across different learning types and depths
Bloom's taxonomy
It discuss about Blooms Taxonomy in details. It explains on Benjamin SAMUEL Bloom's contribution, introduction about bloom, what is bloom's taxonomy, definition, purpose, classification - cognitive domain, affective domain, psychomotor domain's components with examples. Then Bloom’s Revised Taxonomy (2001) , educational implications, benefits and conclusion.
Information processing model file 2
The Synectics Model is an approach to developing creativity designed by William J.J. Gordon that involves joining together different and unrelated elements. It uses integration of diverse individuals in a group setting to engage in creative problem solving and metaphorical thinking. The model has four key characteristics: creativity can be learned, the creative process is understandable, invention is similar across fields, and individual and group creativity are alike. The Advance Organizer Model of Teaching proposed by Ausubel links new information to prior knowledge to facilitate learning through meaningful connections between concepts. It requires well-organized material and a competent teacher to guide differentiation of new and old knowledge.
Journal
This document discusses critical thinking skills and their importance in mathematics education. It makes three key points:
1) Critical thinking is a learned skill that requires instruction and practice. Mathematics instructors can enhance students' critical thinking by using active learning strategies, focusing on the learning process over content, and using assessments that challenge students intellectually rather than just testing memorization.
2) Several barriers like lack of training, limited resources, and time constraints can impede critical thinking instruction. However, engaging students in projects and collaboration while modeling thinking can still develop their critical thinking.
3) Critical thinking involves skills like identifying problems, analyzing options, and self-correcting - skills instructors must model and guide students in developing
Significance of analytical and reflective thinking- Akram Jabar Najim
Reflective thinking was introduced by John Dewey in 1910 as a process to improve learning. It involves actively analyzing past experiences and knowledge to make judgments. Reflective thinking helps learners develop higher-order thinking skills by prompting them to relate new knowledge to prior understanding, think abstractly, apply strategies flexibly, and understand their own thinking. For reflective thinking to be effective, teachers must allocate time for reflection, facilitate analyzing experiences, and encourage sharing insights with others. Critical thinking is a related concept involving purposeful, reasoned thinking to solve problems and make decisions. It includes reflective thinking as the process of analyzing and judging what has occurred.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 6-Action Research-AIOU-8611
This document discusses action research and its importance for teachers. It defines action research as a process of finding solutions to practical problems through problem-solving techniques. Action research was pioneered by Kurt Lewin in the 1940s. It involves identifying an issue in one's teaching practice, collecting data on the problem, analyzing the data, developing an action plan, implementing interventions, and reflecting on the results in an ongoing cycle. The document outlines the steps of designing action research and discusses three types: scientific-technical, practical-deliberative, and critical. It emphasizes that action research helps teachers continuously improve instruction and address issues in student learning.
Concepts
This document discusses concepts and concept learning. It defines a concept as an abstract idea or plan. Concepts can be concrete, involving the five senses, or abstract, understood through their attributes rather than physical characteristics. Complex concepts involve organizing smaller concepts. Concept learning involves categorizing experiences into general rules or classes. Teachers can facilitate concept learning by guiding students to link concepts from concrete to complex and allowing them to articulate, compare, and synthesize ideas.
Reflective Learning
This document discusses reflective learning and metacognition in nursing. It defines critical thinking as the cognitive work of the mind and composite of attitudes that guides nurses in assessing, assimilating, and deciding information to make quick decisions. Novice nurses have fewer patient cues and difficulty with complex diagnoses compared to expert nurses who use informal thinking and cognitive shortcuts. Critical thinking skills develop with cognitive ability, experience, maturity, and skill level. Reflective learning and metacognition are important for nurses to support clinical judgments through internally examining issues triggered by experiences. Stages of reflection include awareness, critical analysis, and new perspectives to develop from a reflector to a critical reflector.
Theories of learning
The document discusses three theories of learning: behaviorism, cognitivism, and constructivism. Behaviorism examples include drill/rote work and providing incentives. Cognitivism examples include classifying information, linking concepts, and problem solving. Constructivism examples consist of case studies, research projects, and collaborative learning. The summary concludes that all three theories are important but teachers should consider learner knowledge, cognitive demands, and desired outcomes when choosing strategies.
Advance Organizer ppt.
An advance organizer is an instructional tool used before direct instruction of a new topic to help students connect new information to prior knowledge. It provides an overview of key concepts and relationships between ideas. Advance organizers were proposed by educational psychologist David Ausubel to help students incorporate new knowledge into existing cognitive structures. There are different types of advance organizers like expository, comparative, and graphic organizers. The advance organizer model involves three phases: presenting the organizer, presenting new material and linking it to the organizer, and strengthening cognitive organization through application and discussion. Advance organizers can help improve comprehension and retention of new concepts.
Bloom's Taxonomy
Bloom's taxonomy is a classification system used to define and distinguish different levels of thinking skills. It categorizes cognitive, affective, and sensory domains of learning. The cognitive domain involves knowledge and mental skills like remembering, understanding, applying, analyzing, evaluating, and creating. Lorin Anderson and David Krathwohl later updated the cognitive taxonomy to include remembering, understanding, applying, analyzing, evaluating, and creating knowledge at different levels from factual to metacognitive.
3 discussion issues on hots.
Higher-order thinking skills (HOTS) involve skills beyond basic recall of facts, such as analysis, synthesis, and evaluation. HOTS allow students to interpret information in new ways, draw alternative conclusions, and transfer skills to new situations. Developing HOTS is important for students to effectively apply their knowledge and think in more productive ways. Strategies for enhancing HOTS include explicitly teaching thinking concepts and skills, guiding students to categorize concepts, moving between concrete and abstract examples, and using questioning techniques.
Unit 3.3 Cognitive Processes
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
Transfer of adult learning theories into practice
Understanding Learning Theories that can be used in developing continuing professional development training programs
Learning theories, intellectual skills, cognitive skills, psychomotor skills
Learning theories provide frameworks to understand how people learn. The document discusses several major learning theories including behaviorism, cognitivism, and constructivism. Behaviorism views learning as changes in observable behavior through conditioning. Cognitivism sees learning as information processing and knowledge acquisition. Constructivism proposes that learners actively construct knowledge based on their experiences. The document also examines intellectual skills like knowledge, critical thinking, problem solving, and creativity that are developed through learning. Understanding learning theories helps educators design effective instruction aligned with how people learn.
Cognitive apprenticeship
Cognitive apprenticeship is a model of situated learning that aims to make an expert's internal cognitive processes apparent to the learner. It differs from traditional apprenticeships by including more generally applicable information. Key strategies include modeling, where the expert demonstrates a process; coaching and scaffolding to support learners; articulation to encourage verbalizing thoughts; reflection to evaluate actions; and exploration of self-directed problem solving. Interactive technology can uniquely model processes and use diagrams to conceptualize difficult topics.
Assessing reflective thinking
This document discusses approaches to assessing reflective thinking in teachers. It reviews past research that has qualitatively studied the development of reflection in preservice teachers. The document also outlines three orientations to reflective thinking: cognitive, critical, and narrative. Additionally, it proposes a reflective thinking pyramid with three levels - technical, contextual, and dialectical - describing the characteristics of reflection at each level. The goal is to better understand and systematically evaluate teachers' reflective abilities.
Learning domains
This document provides an overview of Bloom's Taxonomy of Educational Objectives, which classifies learning objectives into three domains: Cognitive, Affective, and Psychomotor. It describes the levels within each domain moving from basic to more complex skills. The Cognitive domain includes Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The Affective domain includes Receiving, Responding, Valuing, Organizing, and Characterizing. The Psychomotor domain includes Imitation, Manipulation, Precision, Articulation, and Naturalization. Bloom's Taxonomy provides a framework to define educational objectives and design assessment questions to evaluate student achievement.
Learning domains or bloom taxonomy
The document discusses Benjamin Bloom's taxonomy of learning, which identifies three domains of educational activities: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual development, and has six categories ranging from simple recall to complex evaluation. The affective domain involves emotional areas like attitudes and values, and has five categories from basic awareness to internalized values. The psychomotor domain covers physical skills and movement, with seven categories from basic perception to complex naturalization. Bloom's taxonomy provides a framework for understanding different types of learning objectives and outcomes.
Chapter10
The document discusses concepts related to thinking and language. It covers topics such as concepts, problem solving, decision making, belief bias, language structure, language development in children, and thinking in different animal species. The relationship between thinking and language is also explored, with language said to influence how people think.
Concepts
1. Concepts represent significant ideas that are timeless, abstract, and universal, and can be organized in relationships to one another.
2. They provide a higher level of abstraction than topics by being more generally applicable.
3. The IB believes concepts should be at the center of the curriculum to promote deep understanding over memorization of isolated facts. Exploring concepts from multiple perspectives leads to conceptual understanding.
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Untitled 1
The document discusses improving critical thinking skills through educational technology. It outlines that critical thinking is a valued but difficult to teach skill. The Reason! project developed Reason!Able software to provide students with quality practice in critical thinking through activities that are motivated, guided, scaffolded, graduated with feedback. Students using the software showed dramatic gains in critical thinking abilities compared to traditional methods. The document argues quality practice through educational technology may be an effective way to enhance critical thinking skills.
Bloom's taxonomy
Bloom's Taxonomy is a framework for classifying educational goals and objectives into levels of complexity and specificity. It was created in 1956 by education psychologist Benjamin Bloom and revised in 2001. The taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual skills and has six levels - remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain deals with attitudes, values, and emotions and also has five levels. The psychomotor domain involves physical skills and manipulations and its levels range from perception to complex overt responses. Bloom's Taxonomy provides a useful guide for designing instructional objectives and assessments across different learning types and depths
Bloom's taxonomy
It discuss about Blooms Taxonomy in details. It explains on Benjamin SAMUEL Bloom's contribution, introduction about bloom, what is bloom's taxonomy, definition, purpose, classification - cognitive domain, affective domain, psychomotor domain's components with examples. Then Bloom’s Revised Taxonomy (2001) , educational implications, benefits and conclusion.
Information processing model file 2
The Synectics Model is an approach to developing creativity designed by William J.J. Gordon that involves joining together different and unrelated elements. It uses integration of diverse individuals in a group setting to engage in creative problem solving and metaphorical thinking. The model has four key characteristics: creativity can be learned, the creative process is understandable, invention is similar across fields, and individual and group creativity are alike. The Advance Organizer Model of Teaching proposed by Ausubel links new information to prior knowledge to facilitate learning through meaningful connections between concepts. It requires well-organized material and a competent teacher to guide differentiation of new and old knowledge.
Journal
This document discusses critical thinking skills and their importance in mathematics education. It makes three key points:
1) Critical thinking is a learned skill that requires instruction and practice. Mathematics instructors can enhance students' critical thinking by using active learning strategies, focusing on the learning process over content, and using assessments that challenge students intellectually rather than just testing memorization.
2) Several barriers like lack of training, limited resources, and time constraints can impede critical thinking instruction. However, engaging students in projects and collaboration while modeling thinking can still develop their critical thinking.
3) Critical thinking involves skills like identifying problems, analyzing options, and self-correcting - skills instructors must model and guide students in developing
Significance of analytical and reflective thinking- Akram Jabar Najim
Reflective thinking was introduced by John Dewey in 1910 as a process to improve learning. It involves actively analyzing past experiences and knowledge to make judgments. Reflective thinking helps learners develop higher-order thinking skills by prompting them to relate new knowledge to prior understanding, think abstractly, apply strategies flexibly, and understand their own thinking. For reflective thinking to be effective, teachers must allocate time for reflection, facilitate analyzing experiences, and encourage sharing insights with others. Critical thinking is a related concept involving purposeful, reasoned thinking to solve problems and make decisions. It includes reflective thinking as the process of analyzing and judging what has occurred.
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 6-Action Research-AIOU-8611
This document discusses action research and its importance for teachers. It defines action research as a process of finding solutions to practical problems through problem-solving techniques. Action research was pioneered by Kurt Lewin in the 1940s. It involves identifying an issue in one's teaching practice, collecting data on the problem, analyzing the data, developing an action plan, implementing interventions, and reflecting on the results in an ongoing cycle. The document outlines the steps of designing action research and discusses three types: scientific-technical, practical-deliberative, and critical. It emphasizes that action research helps teachers continuously improve instruction and address issues in student learning.
Concepts
This document discusses concepts and concept learning. It defines a concept as an abstract idea or plan. Concepts can be concrete, involving the five senses, or abstract, understood through their attributes rather than physical characteristics. Complex concepts involve organizing smaller concepts. Concept learning involves categorizing experiences into general rules or classes. Teachers can facilitate concept learning by guiding students to link concepts from concrete to complex and allowing them to articulate, compare, and synthesize ideas.
Reflective Learning
This document discusses reflective learning and metacognition in nursing. It defines critical thinking as the cognitive work of the mind and composite of attitudes that guides nurses in assessing, assimilating, and deciding information to make quick decisions. Novice nurses have fewer patient cues and difficulty with complex diagnoses compared to expert nurses who use informal thinking and cognitive shortcuts. Critical thinking skills develop with cognitive ability, experience, maturity, and skill level. Reflective learning and metacognition are important for nurses to support clinical judgments through internally examining issues triggered by experiences. Stages of reflection include awareness, critical analysis, and new perspectives to develop from a reflector to a critical reflector.
Theories of learning
The document discusses three theories of learning: behaviorism, cognitivism, and constructivism. Behaviorism examples include drill/rote work and providing incentives. Cognitivism examples include classifying information, linking concepts, and problem solving. Constructivism examples consist of case studies, research projects, and collaborative learning. The summary concludes that all three theories are important but teachers should consider learner knowledge, cognitive demands, and desired outcomes when choosing strategies.
Advance Organizer ppt.
An advance organizer is an instructional tool used before direct instruction of a new topic to help students connect new information to prior knowledge. It provides an overview of key concepts and relationships between ideas. Advance organizers were proposed by educational psychologist David Ausubel to help students incorporate new knowledge into existing cognitive structures. There are different types of advance organizers like expository, comparative, and graphic organizers. The advance organizer model involves three phases: presenting the organizer, presenting new material and linking it to the organizer, and strengthening cognitive organization through application and discussion. Advance organizers can help improve comprehension and retention of new concepts.
Bloom's Taxonomy
Bloom's taxonomy is a classification system used to define and distinguish different levels of thinking skills. It categorizes cognitive, affective, and sensory domains of learning. The cognitive domain involves knowledge and mental skills like remembering, understanding, applying, analyzing, evaluating, and creating. Lorin Anderson and David Krathwohl later updated the cognitive taxonomy to include remembering, understanding, applying, analyzing, evaluating, and creating knowledge at different levels from factual to metacognitive.
3 discussion issues on hots.
Higher-order thinking skills (HOTS) involve skills beyond basic recall of facts, such as analysis, synthesis, and evaluation. HOTS allow students to interpret information in new ways, draw alternative conclusions, and transfer skills to new situations. Developing HOTS is important for students to effectively apply their knowledge and think in more productive ways. Strategies for enhancing HOTS include explicitly teaching thinking concepts and skills, guiding students to categorize concepts, moving between concrete and abstract examples, and using questioning techniques.
Unit 3.3 Cognitive Processes
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
Transfer of adult learning theories into practice
Understanding Learning Theories that can be used in developing continuing professional development training programs
Learning theories, intellectual skills, cognitive skills, psychomotor skills
Learning theories provide frameworks to understand how people learn. The document discusses several major learning theories including behaviorism, cognitivism, and constructivism. Behaviorism views learning as changes in observable behavior through conditioning. Cognitivism sees learning as information processing and knowledge acquisition. Constructivism proposes that learners actively construct knowledge based on their experiences. The document also examines intellectual skills like knowledge, critical thinking, problem solving, and creativity that are developed through learning. Understanding learning theories helps educators design effective instruction aligned with how people learn.
Cognitive apprenticeship
Cognitive apprenticeship is a model of situated learning that aims to make an expert's internal cognitive processes apparent to the learner. It differs from traditional apprenticeships by including more generally applicable information. Key strategies include modeling, where the expert demonstrates a process; coaching and scaffolding to support learners; articulation to encourage verbalizing thoughts; reflection to evaluate actions; and exploration of self-directed problem solving. Interactive technology can uniquely model processes and use diagrams to conceptualize difficult topics.
Assessing reflective thinking
This document discusses approaches to assessing reflective thinking in teachers. It reviews past research that has qualitatively studied the development of reflection in preservice teachers. The document also outlines three orientations to reflective thinking: cognitive, critical, and narrative. Additionally, it proposes a reflective thinking pyramid with three levels - technical, contextual, and dialectical - describing the characteristics of reflection at each level. The goal is to better understand and systematically evaluate teachers' reflective abilities.
Learning domains
This document provides an overview of Bloom's Taxonomy of Educational Objectives, which classifies learning objectives into three domains: Cognitive, Affective, and Psychomotor. It describes the levels within each domain moving from basic to more complex skills. The Cognitive domain includes Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The Affective domain includes Receiving, Responding, Valuing, Organizing, and Characterizing. The Psychomotor domain includes Imitation, Manipulation, Precision, Articulation, and Naturalization. Bloom's Taxonomy provides a framework to define educational objectives and design assessment questions to evaluate student achievement.
Learning domains or bloom taxonomy
The document discusses Benjamin Bloom's taxonomy of learning, which identifies three domains of educational activities: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and intellectual development, and has six categories ranging from simple recall to complex evaluation. The affective domain involves emotional areas like attitudes and values, and has five categories from basic awareness to internalized values. The psychomotor domain covers physical skills and movement, with seven categories from basic perception to complex naturalization. Bloom's taxonomy provides a framework for understanding different types of learning objectives and outcomes.
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Significance of analytical and reflective thinking- Akram Jabar Najim
Significance of analytical and reflective thinking- Akram Jabar Najim
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 6-Action Research-AIOU-8611
CRITICAL THINKING AND REFLECTIVE PRACTICES-Unit 6-Action Research-AIOU-8611
Learning theories, intellectual skills, cognitive skills, psychomotor skills
Learning theories, intellectual skills, cognitive skills, psychomotor skills
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The document discusses concepts related to thinking and language. It covers topics such as concepts, problem solving, decision making, belief bias, language structure, language development in children, and thinking in different animal species. The relationship between thinking and language is also explored, with language said to influence how people think.
Concepts
1. Concepts represent significant ideas that are timeless, abstract, and universal, and can be organized in relationships to one another.
2. They provide a higher level of abstraction than topics by being more generally applicable.
3. The IB believes concepts should be at the center of the curriculum to promote deep understanding over memorization of isolated facts. Exploring concepts from multiple perspectives leads to conceptual understanding.
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This document discusses dictionary meaning and the differences between dictionaries and encyclopedias. It covers the history of dictionaries, how they define words, and the different types of information included in definitions. It also discusses sense relations between words and how dictionaries represent word meanings. While dictionaries define words, encyclopedias provide factual information about topics. The line between dictionary definitions and encyclopedic facts can sometimes be blurred.
Word meaning
This document discusses different types of word meaning:
1) Conceptual meaning refers to the basic or core meaning of a word.
2) Associative meaning involves associations with other words or contexts of use.
3) Social meaning conveys information about social contexts or circumstances of use through differences in formality or dialect.
Examples are given of words with different social meanings based on context or region. The document also discusses related linguistic concepts like synonymy, antonymy, polysemy, hyponymy, and idioms.
Word Meaning (Semantics)
This document discusses various concepts related to word meaning and semantics. It defines conceptual meaning as the literal meaning indicating the idea or concept referred to by a word. It also discusses semantic components, which are universal semantic categories or concepts. Additionally, it covers semantic fields, which are groups of words arranged based on shared meaning. The document also defines metaphor and metonymy, explaining that metaphors carry meaning from one entity to another, while metonymy involves using an attribute or associated feature to name or designate something. Finally, it touches on connotative meaning, which involves what readers think about when they read a sentence.
Word Meaning (Semantics, Semantic Features and Prototype)
This document provides an overview of key concepts in semantics, including:
- Entailment and hyponymy relationships between words and sentences. Entailment means one sentence necessarily implies the truth of another. Hyponymy is a hierarchical relationship where a word is a type of another word.
- Other semantic relationships like synonymy, antonymy, complementarity, and meronymy. Synonyms have the same meaning, antonyms have opposite meanings, and complementaries have mutually exclusive meanings. Meronyms refer to part-whole relationships.
- How semantic features can help explain why some sentences seem odd, by looking at the conceptual features words have like [+/- animate].
- Prototype theory
Semantics
The document discusses semantics and semantic roles. It defines semantics as the study of meaning in language. Semantic roles describe the possible relationships between predicates and their arguments. The document then applies semantic role analysis to examples from Kafka's Metamorphosis. It identifies examples that fit roles like agent, action, theme, and more. The analysis shows how semantic roles help convey the full meaning of sentences and contribute to the overall text.
Semantics ppt
This document discusses key concepts in semantics including:
- Semantics is the study of meaning in language.
- Speaker meaning refers to what a speaker intends to convey, while sentence meaning refers to what a sentence or word means in a language.
- A theory is a precisely specified framework of statements and definitions that can describe basic facts.
- Referring expressions indicate things being talked about, while sense refers to a word's meaning and relationship to other words.
- Predicates describe states or processes that referring expressions are involved in. Predicates have degrees based on number of arguments.
Phrases, clauses, and sentences
This document discusses phrases, clauses, and sentences. It defines phrases as groups of words that lack a subject or predicate. Clauses contain both a subject and predicate but may not express a complete thought. Sentences express a complete thought with at least one subject and one predicate. Sentences can be simple, compound, or complex depending on whether they contain one or multiple independent clauses and the use of conjunctions or relative pronouns.
Phrases and clauses
This document defines and provides examples of different types of phrases, clauses, and sentence structures:
1) It describes prepositional phrases, appositive phrases, verbal phrases, and other types of phrases.
2) It explains independent clauses, subordinate clauses like adjective and adverb clauses, and the different types of sentences that can be formed from clauses.
3) It provides examples of common grammatical errors like unintentionally capitalizing phrases and fragments.
Semantics: Seven types of meaning
This document discusses the seven types of meaning:
1. Conceptual or denotative meaning refers to the basic dictionary definition.
2. Connotative meaning includes attributes and associations beyond the literal meaning.
3. Social meaning conveys information about the social context and characteristics of the speaker.
4. Affective or emotive meaning refers to the feelings and attitudes expressed by the speaker.
5. Reflected meaning arises when a word has multiple meanings that influence one another.
6. Collocative meaning refers to associations based on habitual co-occurrence with other words.
7. Thematic meaning is communicated through how the message is organized and what is emphasized.
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EDUC 553: Souza Chapter 7
This document discusses human thinking and thinking skills. It begins by outlining Bloom's original taxonomy of cognitive levels and a revised taxonomy. The dimensions of thinking are described, including domain knowledge, critical thinking, creative thinking, and metacognition. Bloom's revised taxonomy has six levels that are more flexible and overlap, considering convergent and divergent thinking as well as emotion. Complexity and difficulty of thinking are also addressed. The document concludes by reviewing other thinking skills programs, including Habits of Mind, Understanding by Design, and Webb's Depth of Knowledge model.
Chunking
1) The document discusses the concept of "chunking" which involves breaking down reading material into more digestible sections to improve comprehension. It contrasts this with a "folk psychology" view of learning as simply acquiring knowledge.
2) Jigsaws are described as an instructional strategy that uses chunking and allows students to construct their own understanding through discussion and comparison of different ideas.
3) Using jigsaws supports higher-order thinking skills like analysis, synthesis and evaluation, which are necessary for high-level work, by having students make connections across different chunks of knowledge.
The Revised Blooms Taxonomy of Educational Objectives.pdf
Revised Blooms Taxonomy for the learning objectives in education is the upgrade version of the taxonomy. This implies the important details that can help students and educators in the field.
Bloom's taxonomy revised
The document discusses revisions that were made to Bloom's Taxonomy of Learning. The original taxonomy classified learning objectives into six levels from simple to complex. It was revised in 1999 to address criticisms and broaden its applicability. The revised version distinguishes between factual, procedural, conceptual, and metacognitive knowledge. It also changes the names of the categories from nouns to verbs to better reflect thinking as an active process. The revision emphasizes higher-order thinking and has been widely adopted to improve curriculum, instruction, and assessment.
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This document discusses case-based learning and education. It defines a case as a detailed instructional incident or narrative problem for which students seek solutions. The case-based method is used in teacher education to help students learn and apply principles flexibly in different situations. Students analyze cases in small groups to build knowledge and examine problems collaboratively. Effective case development draws readers in, builds tension, and ends on a dilemma. Assessment in case-based learning can be done fairly through standards like intellectual development, generative activities, and analytical activities. Case studies are also used in other fields like law, medicine, and business.
bloomstaxonomyrevised-110923015928-phpapp02.pdf
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The document discusses teaching critical thinking skills to students. It defines critical thinking as teaching students how to think about and evaluate subject matter, not just teaching content. It provides several approaches to teaching critical thinking, such as modeling critical thinking processes, creating a culture of inquiry, and engaging students in thinking. Several teaching ideas are also presented, such as using questions to analyze engineering cases and articles. Methods for assessing critical thinking like rubrics and peer evaluations are also outlined.
FACILITATING LEARNING
Here are the key points about the Creative Problem Solving (CPS) process:
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This document provides an overview of Bloom's Taxonomy, a framework for classifying educational goals and objectives into levels of complexity and specificity. It describes the six levels in Bloom's Taxonomy - Remember, Understand, Apply, Analyze, Evaluate, and Create - and provides examples of verbs and activities associated with each level. The document emphasizes the importance of aligning learning objectives, assessments, and instructional activities according to Bloom's Taxonomy in order to effectively guide student learning.
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This document discusses different frameworks for designing effective instruction including essential questions, Bloom's taxonomy, depth of knowledge (DOK), understanding by design, and the SAMR model. It explains that essential questions spark curiosity, have no definite answers, and require students to construct their own understandings. Bloom's taxonomy and its revision classify learning objectives from lower to higher order thinking. DOK levels range from recall to extended thinking. Understanding by design focuses lessons around big ideas, enduring understandings, and authentic assessments. The SAMR model evaluates technology integration from substitution to redefinition. These frameworks aim to engage students in strategic, creative, real-world problem solving and thinking.
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This document provides information on several instructional design models and concepts. It discusses the ADDIE model which consists of five phases: analysis, design, development, implementation, and evaluation. It also covers Bloom's Taxonomy, a classification of learning objectives, and the ASSURE instructional design model. Finally, it summarizes the Dick and Carey systems approach model of instructional design.
objectives
The document discusses behavioral objectives and their importance in teaching. It defines objectives as statements that indicate the purpose or goals of an undertaking. There are three domains of objectives: cognitive, affective, and psychomotor. When writing objectives, there are five essential rules to follow: 1) describe the expected student behavior, 2) use an outcome verb, 3) describe criteria for acceptable performance, 4) specify conditions of performance, and 5) measure one outcome verb per objective. Objectives help guide lesson planning, materials selection, and assessment. The cognitive domain involves six levels of learning objectives from simple knowledge to more complex synthesis and evaluation.
Need for an e taxonomy
The document discusses research into developing an e-taxonomy to facilitate e-assessment. It outlines the research questions, design, and findings from analyzing online writing from 33 post-graduate students. The research found that Anderson and Krathwohl's taxonomy could be modified and applied to online writing assessment. The conclusions recommend further refining the e-taxonomy approach to standardize and improve e-assessment practices.
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Chapter 3
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Chapter 3. Critical Thinking: The Means to InquireBy Helen Zaikina-Montgomery
Essential Questions
· What does it mean for doctoral learners to think critically?
· What is metacognition, and how is it related to critical thinking?
· Why do doctoral learners need to know how to engage in critical thinking and metacognition?
· What are the main differences between academic and nonacademic publications?
· What is comparative analysis and synthesis of literature?
· What are assertions, and how can researchers avoid making them in scholarly writing?
Introduction
This chapter presents material about critical thinking, metacognition, and comparative analysis of academic literature. Critical thinking and metacognitive functioning include cognitive processes, considered the highest level of Bloom’s taxonomy (Bloom, Englehart, Furst, Hill, & Krathwohl, 1956), such as evaluation, analysis, and synthesis. The ability to think critically about empirical research and findings as well as to critically analyze one’s own writing is essential to the successful completion of a doctoral program at Grand Canyon University (GCU).
Critical thinking involves discipline as well as systematic and unbiased evaluation of facts, using metacognitive strategies to correct and refine one’s thinking processes. This chapter outlines the components of critical thinking, provides examples of how to apply critical thinking in daily life, and presents examples of how critical thinking works in academic reading and writing.
The chapter also presents a discussion of metacognition with examples of the process and application. Finally, this chapter includes examples of comparative analysis and synthesis of academic literature and informs learners about how to critically analyze the material they read. As learners at GCU progress through the doctoral program, critical analysis and synthesis become increasingly important skills to possess and demonstrate in academic work.
Definitions of Critical Thinking
In higher education, critical thinking can be a great mystery, with scholars and administrators failing to reach consensus on how to teach, evaluate, and measure learners’ critical-thinking skills. Colleges vary in their criteria of critical and reflective thinking, but many still include both in important university materials, such as the university or a specific school’s mission statement. Specifically, the mission statement of the GCU College of Doctoral Studies (CDS) highlights reflection as a component of critical thinking:
The College of Doctoral Studies seeks to engage learners in the process of becoming scholar-practitioners by deliberately invoking design principles that create scaffold, embedded curriculum grounded in adult learning theory. The College of Doctoral Studies provides structured, integrative, learning-centered doctoral programs which encourage reflective thinking from learners and collaborativ ...
The Three Domains of Educational Activities
The document discusses Benjamin Bloom's taxonomy of educational domains, which identifies three categories of learning: cognitive, affective, and psychomotor. The cognitive domain involves the development of intellectual skills and knowledge. It has six categories progressing from simple recall to complex evaluation. The affective domain deals with feelings, attitudes, and values, with five categories from awareness to organization. The psychomotor domain involves manual and physical skills, but Bloom's group did not elaborate on this domain. The taxonomy aims to describe the goals and progression of the learning process.
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Chpt9
- 1. Chapter 9Complex Cognitive Processes Emily Richardson, Cisnell Baez, Blair Balchunas, Vas Kochura, Brian Browne, Lindsey Favacchia, Alex Crassaris, Azusa Higuchi
- 2. Chapter Overview It is important that students think deeply. This chapter looks at how teachers can guide students to engage in COMPLEX COGNITIVE PROCESSES like understanding concepts, solving problems and transferring what they learn to other settings.
- 3. Conceptual Understanding WHAT ARE CONCEPTS?Categories: they group objects, events and characteristics on the basis of common properties.Concepts: ideas about what categories represent.
- 4. Defining Concepts & Providing ExamplesRule-Example Strategy Define the concept Clarify in terms of defintion Give examples to illustrate key characteristics Provide additional examples
- 5. Promoting Concept Formation Hierarchical Categorization Concept Maps Hypothesis Testing Prototype Matching
- 6. Thinking & Reasoning What is thinking? Thinking involves manipulating & transforming memory. REASONING:Inductive Reasoning – from the specific to the general.Analogies – Draw on inductive reasoningDeductive Reasoning – from the general to the specific
- 7. Critical Thinking: thinking reflectively and productively and evaluating evidence Decision Making: Involves evaluating alternates and making choices among them. EX: Weighing costs and benefits of various outcomes. Creative Thinking: The ability to think about things in new & interesting ways and to come up with unique solutions to problems.CONVERGENT THINKING vs DIVERGENT THINKING
- 8. Problem Solving Find & Frame Problems Develop Good Problem-Solving StrategiesSubgoaling Algorithms Heuristics Means-End Analysis Evaluate Solutions Rethink and Redefine Problems & Solutions overtime Obstacles to Solving Problems: Fixation, lack of motivation & persistance, inadequate emotional control.
- 9. TRANSFER What is transfer?: applying previous experiences and knowledge to learning or problem solving in a new situationTYPES OF TRANSFERNear TransferFar TransferLow Road & High Road TransferForward Reaching TransferBackward Reaching Transfer