Increasing Critical Thinking POWER VERBS with. Remembering Level.

Slides:

Advertisements

Similar presentations

A Focus on Higher-Order Thinking Skills

Advertisements

? Tulsa Community College- Engaged Student Programming.

? freely adapted from Tulsa Community College- Engaged Student Programming.

Bloom’s Critical Thinking Questioning Strategies

Creating: can the student create new product or point of view?

Bloom’s Taxonomy Knowledge Comprehension Application Analysis

Sample Questions Task-Based Activities Define each level shallow processing, simply recalling Demonstrate understanding Knowing when and why to apply.

Quick Flip Questioning for Critical Thinking Kobets S.A. Lyceum №87.

Increasing Critical Thinking

Power Verbs VERBS!!!!!.

Student Learning Outcomes

Writing Objectives Including Bloom’s Taxanomy. Three Primary Components of an Objective Condition –What they’re given Behavior –What they do Criteria.

Bloom’s Taxonomy And we don’t mean Evan Bloom!. Have you ever wondered… How do we really learn information? What is the goal of learning? What do our.

Bloom’s Taxonomy Revised Version. Bloom’s Taxonomy of Instructional Activities ( REVISED VERSION – PAGE 52) Create Evaluate Analyze Apply Understand Remember.

Analyze Break down or separate a problem or situation into separate factors and/or relationships.

Increasing Critical Thinking POWER VERBS with. Recall Level (Knowledge/Comprehension)

Blooms Taxonomy Margaret Gessler Werts Department of Language, Reading, and Exceptionalities.

Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Ruth SundaKyrene de las Brisas.

A Decision-Making Tool.  Goal  Educational Objectives  Student Learning Outcomes  Performance Indicators or Criteria  Learning Activities or Strategies.

Does this learning goal focus on what the student will do? Objective: Conservation of energy A.Yes B.No C.Depends on context.

Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Adapted from Ruth Sunda and Kyrene de las Brisas.

Assessment. Levels of Learning Bloom Argue Anderson and Krathwohl (2001)

Bloom’s Taxonomy Composition book.

BLOOM’S TAXONOMY Mrs. Eagen A, A. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts,

Bloom’s Taxonomy A Focus on Higher-Order Thinking Skills.

Level 1 Tell List Describe Locate Write State Name What happened after? How many? Who was it that...? Describe what happened at...? Who spoke to...? Can.

If you want better answers, ask better questions.

E.O.I. TESTING April 17 th thru May 3 rd. Prepare by: Get appropriate amount of sleep Eat a nutritious breakfast Hydrate yourself Do Your Best On The.

Teaching and Thinking According to Blooms Taxonomy human thinking can be broken down into six categories.

Power Verbs.  Break it down into parts.  Tell about each of the parts. Analyze.

Bloom’s Taxonomy Active Learning at Every Level Dr. Kim West University of Saskatchewan

Bloom’s Taxonomy By Valerie Farinas. What Is It? Bloom’s taxonomy is a multi-tiered model of classifying thinking according to 6 cognitive levels of complexity.

What is the Purpose of Education? A way of thinking.

Remembering Key words: who, what, why, when, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select.

Higher Level Thinking Skills

?. Why ask questions????? 11( RED ) – INPUT COMPLETE, COUNT, DEFINE, DESCRIBE, IDENTIFY, SCAN LIST, MATCH, NAME, OBSERVE, RECITE, 22( YELLOW ) –P ROCESS.

BLOOMS OBJECTIVESLEVEL. Bloom’s Six Levels Knowledge Knowledge Comprehension Comprehension Application Application Analysis Analysis Synthesis Synthesis.

Bloom’s Taxonomy How to Create REALLY good questions!!

Facilitating Higher Order Thinking in Classroom and Clinical Settings Vanneise Collins, PhD Director, Center for Learning and Development Cassandra Molavrh,

Knowledge ArrangeDefine Duplicate LabelList Memorize Name Order Recognize Relate Recall Repeat DescribeQuote.

Using Bloom’s Taxonomy

Bloom’s Critical Thinking Questioning Strategies

Bloom’s Critical Thinking Questioning Strategies

Objectives Course Goal

A Focus on Higher-Order Thinking Skills

85. BLOOM’S TAXONOMY “Bloom’s Taxonomy is a guide to educational learning objectives. It is the primary focus of most traditional education.”

Author: Brenda Stephenson The University of Tennessee

Higher Level Thinking Skills

12 Power Words.

Socratic Seminars.

H.O.T. Questions High Order Thinking Questions

BBI3420 PJJ 2009/2010 Dr. Zalina Mohd. Kasim

Depth of Knowledge (DOK) Levels

Knowledge Arrange Define Duplicate Label List

12 POWERFUL WORDS.

Assessments for “Remembering” Outcomes

Power words of parcc.

Higher Order Thinking Skills

A Focus on Higher-Order Thinking Skills

Increasing Critical Thinking

Costa’s Levels of Questioning

Bloom’s Critical Thinking Questioning Strategies

Social Studies Vocabulary

Our goal is to be thinking at a higher level.

Increasing Critical Thinking

? INQUIRY to question is to learn.

Bloom’s Critical Thinking Questioning Strategies

Presentation transcript:

Increasing Critical Thinking POWER VERBS with

Remembering Level

identify - name All the information I know What the question asks What matches

list - itemize or give in order 1. ________ 2. ________ 3. ________ 4. ________ 5. ________

define - give the meaning word Definition (in own words) characteristics examplesnon-examples Frayer Model

describe - tell everything you know; give details and examples or lookssoundsfeelssmellstastes

trace - give events or steps in order 1.______ 2.______ 3 ______ 4 ______ 5 ______ or

Other Remembering Level Verbs Tell Write Find State Name Label Recall Match Draw Select

Understanding Level

summarize - tell the main points or ideas details and examples big ideas

explain - tell all about What I thinkWhy I think thatExample

discuss - tell about in detail What I thinkWhy I think thatExample

infer – read between the lines; make an educated guess Evidence (details or examples) What it means Why it means that

predict - forecast; tell what will come next Evidence (details or examples) What will come next Why it will come next

interpret – tell about the meaning or significance What is important Reasons why it is important

Other Understanding Level Verbs Outline Distinguish Restate Convert Demonstrate Paraphrase

Applying Level

classify – to arrange or organize into groups according to attributes GroupAttributes

construct - build or create by putting together parts or information

apply - to put to use

Other Applying Level Verbs Solve Illustrate Examine Manipulate Choose Apply Produce Calculate

Analyzing Level

analyze - break apart Generalization or Conclusion Reason 1Reason 2Reason 3

compare - tell about similarities and differences Venn Diagram similarities item 2 item 1 differences with regard to... or

Other Analyzing Level Verbs Distinguish Examine Investigate Explain Differentiate Categorize

Evaluating Level

criticize - give good and bad points Good PointsBad Points

support - give examples, details, or reasons I. General Statement A. Example/detail/reason B. Example/detail/reason C. Example/detail/reason II. General Statement A. Example/detail/reason B. Example/detail/reason C. Example/detail/reason III. General Statement A.Example/detail/reason B.Example/detail/reason C.Example/detail/reason or General Statement Example/ detail/reason Concept Example/ detail/reason Example/ detail/reason 12 34

evaluate - judge; rate Good PointsBad PointsOverall Rating

justify - prove; give evidence or facts Generalization or Conclusion Facts

Other Evaluating Level Verbs Judge Select Decide Debate Defend Verify Argue Assess Determine

Creating Level

formulate - make up; create; construct All the information I know How it could be put together in a new way

design - make up; create; construct according to a plan All the information I know How it could be put together in a new way

Other Creating Level Verbs Create Invent Compose Plan Imagine Construct Design Devise Propose Combine