1. HOW TO WRITE HISTORICALLY INTRODUCTION TO HISTORICAL KNOWLEDGE AND WRITING

2. LEARNING GOALS FOR UNIT 1) The student will identify how learning strategies inside and outside the classroom affect our retention of knowledge 2) the student will identify the six levels of Bloom’s Taxonomy and how they are inter-related 3)The student will apply the hierarchy of Bloom’s Taxonomy in a cooperative matching game. 4)The student will evaluate by reflecting on the myriad of costs and benefits of critically thinking.

3. THE LEARNING PYRAMID: HOW WE LEARN Why the results the way they are?

4. BLOOMS TAXONOMY: THINKING CRITICALLY Bloom was an educational psychologist who developed 6 level classification of cognitive thinking. It is built in a hierarchy, similar to some social systems Bloom found that students encountered test questions that only required them to think at the lowest level (recall of information). To some extent this is a problem today with standardized tests. Our learning is divided into three domains: cognitive, affective, and psychomotor.

5. CLASS ACTIVITY Directions: 1)You will be divided into groups (of three or four)to identify the levels of Blooms ( levels of YOUR thinking ) 2)You will receive a small packet of concepts and definitions. 3)Your task is to match the appropriate definition for the concept. 4)The first group to complete this, with the correct matches win 5)Groups will justify their matches

6. CLASS ACTIVITY ANSWERS Knowledge- specific facts-(recall of facts)-arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state Comprehension- understanding of those facts-classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select translate Application- can generalize those facts to other situations-apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write

7. CONTINUED… Analysis- can break problems down, recognize connections between subparts-analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, and test Synthesis- can assemble parts into a more meaningful whole-arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write

8. CLASS ACTIVITY ANSWERS AVOID

9. REFLECTION ON ACTIVITY: How can Bloom’s Taxonomy relate to the IB Program, more specifically, the field of history? What are the costs and Benefits of Critical Thinking? Take time and identify on your Bloom’s Pyramid where you think you currently stand in cognitive learning. In addition, think about how you get can to the higher levels of learning. LEARN: The Higher Levels of Thinking will help you understand the material better and therefore results in more retention. LEARN: This type of thinking IS DIFFICULT and will take time to develop. But WE are here to help you develop these skills.

10. COST/BENEFIT ANALYSIS Costs Benefits

11. IB CONNECTION: COMMAND TERMS Questions asked in the textbook, in classroom discussion and on Papers 1,2,3 + Historical Investigation will use this command terms. In order to FULLY answer the question you need to closely identify and understand these command terms. To avoid confusion at first, when asked to write a essay/reflection question, identify the command terms. If you are not sure what they mean, use this sheet as a reference.

12. ENTRANCE SLIP: PLEASE COMPLETE THE STATEMENT Definition of a Critical Thinker: Goes beyond the simple (_______________), makes it a point to know the meaning of the information (_______________), can generalize the knowledge (_______________), is able to break the information down into subparts and recognize how those subparts might interrelate (_____________), can put the information back together into a form that now has more meaning (_______________), and can critically evaluate the strengths and weaknesses of the conclusions drawn (_____________).

13. THE STRUCTURE OF KNOWLEDGE