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APPLYING MODELS OF THINKING

BY: Yashika Z. Cole

EDT 575

6/14/2013

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THIS PRESENTATION WILL INCLUDE THE FOLLOWING:

•Applying Blooms’ Taxonomy of Thinking Skills

•Demonstrated Thinking Skill

•Blooms Revised Taxonomy being used in project planning and the assessment of student’s thinking skills

•Applying Marzano’s Dimensions of Learning

•Applying Costa and Kallick’s 16 Habits of Mind

•Summary

•Resources

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BLOOM’S TAXONOMY OF THINKING SKILLS:

COGNITIVE DOMAIN

REMEMBER: Recite, quote, list, define.

UNDERSTAND: Explain, infer, interpret, summarize, paraphrase

APPLY: Organize, solve, generalize, produce

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BLOOM’S TAXONOMY OF THINKING SKILLS: COGNITIVE DOMAIN

ANALZE: Compare, classify, rank, infer, extrapolate

EVALUATION: Judge, Criticize, evaluate, appraise, recommend

CREATE: Compose, originate, design, invent

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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

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BLOOM’S TAXONOMY OF THINKING SKILLS: AFFECTIVE DOMAIN

RECEIVING Differentiate, accept, listen for, respond to

RESPONDING Comply, follow, commend, volunteer, acclaim, engage in

VALUING Measure, proficiency, subsidize, support, debate

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BLOOM’S TAXONOMY OF THINKING SKILLS: AFFECTIVE DOMAIN

ORGANIZING Discuss, theorize, formulate, balance, prioritize

CHARACTERING Revise, require, rate, avoid, resist, manage, resolve

BLOOM’S TAXONOMY OF THINKING SKILLS:

PSYCHOMOTOR DOMAIN

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PERCEIVING Choose, identify, relate, select

SETTING Begin, move, show, state

GUIDED RESPONINGCopy, trace, reproduce, react

MECHANIZING Assemble, calibrate, fasten, measure, mend

ADAPTING Alter, rearrange, vary, revise

ORIGINATING Arrange, build, construct, initiate

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BLOOM’S REVISIED TAXONOMY BEING USED IN PROJECT PLANNING AND ASSESSMENT OF STUDENT THINKING SKILLS

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BLOOM TAXONOMYOLD VERSION VS. NEW VERSION

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APPLICATION OF COGNITIVE PROCESSES AND DIMENSIONS

Factual Knowledge

Basic elements used to communicate, understand, organize a subject: terminology, scientific terms, labels, vocabulary, jargon, symbols or representations; and specific details such as knowledge of events, people, dates, sources of information.

Conceptual Knowledge

Knowledge of classifications and categories, principles, theories, models or structures of a subject

Procedural Knowledge

Knowing how to do something: performing skills, algorithms, techniques or methods .

Metacognitive Knowledge

The process or strategy of learning and thinking; an awareness of one’s own cognition, and the ability to control, monitor, and regulate one’s own cognitive process.

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MARZANO'S DIMENSIONS OF LEARNING

Marzano's Dimensions of Learning

Marzano's categories of how people think is different from Bloom's in that the categories do not build upon each other. Each cognitive category is just as important as the others. The Dimensions of Learning represent elements that Marzano believes are all worthy of focus and inclusion within a unit of study.

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Dimension Title Examples

3 Extension and Refinement (knowledge)

* Learners: develop in-depth understanding (apply/refine)

* Common reasoning processes (8)

4 Meaningful use(Knowledge)

Students learn best if they need knowledge to accomplish a goal that is meaningful to them (5 types)

5 Productive Habits of Mind

Mental habits that will enable them to learn on their own (3)

Marzano’s Dimensions of Learning

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Dimensions Title Examples

1 Positive Attitudes and Perceptions (Learning)

Classroom Climate (Accepted by others; order

2 Acquisition and Integration (Knowledge)

•Relate, organize, and retain new information• 2 types of knowledge: declarative (facts) and procedural (procedures)

Marzano’s Dimension of Learning

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BLOOM’S TAXONOMY IN PROJECT PLANNING AND STUDENT ASSESSMENT

1. Promoting higher level of thinking skills: using bloom’s taxonomy and

softchalk (part 1)

http://www.youtube.com/watch?v=6rDLzktQ13E

2. Promoting higher level of thinking skills: using bloom’s taxonomy and

softchalk (part 1)http://www.youtube.com/watch?v=7Kqc-7gNKFI

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The 16 Habits Of Mind Identified by Costa and Kallick:

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The Habits of Mind are an identified set of 16 problem solving, life related skills, necessary to effectively operate in society and promote strategic reasoning, insightfulness, perseverance, creativity and craftsmanship. The understanding and application of these 16 Habits of Mind serve to provide the individual with skills to work through real life situations that equip that person to respond using awareness (cues), thought, and intentional strategy in order to gain a positive outcome.

The 16 Habits Of Mind Identified by Costa and Kallick:

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The 16 Habits Of Mind Identified by Costa and Kallick:

Persisting: Sticking to it! Persevering in task through to completion; remaining focused.Looking for ways to reach your goal when stuck. Not giving up.

Listening with understanding and empathy: Understanding other! Devoting mental energy to another person’s thoughts and ideas; Make an effort to perceive another’s point of view and emotions

Questioning and problem posing: How do you know? Having a questioning attitude; knowing what data are needed and developing questioning strategies to produce those data. Finding problems to solve.

Thinking about your thinking (Meta-cognition): Know your knowing! Being aware of your own thoughts, strategies, feeling and actions and their effects on others.

Thinking and communication with clarity and precision: Be Clear! Striving for accurate communication in both written and oral form; avoiding over generalizations, distortions, deletions and exaggerations.

Creating, imagining, and innovation: Try a different way! Generating new and novel ideas, fluency, originality

Taking responsible risk: Venture out! Being adventuresome; living on the edge of one’s competence. Try new things constantly.

Thinking interdependently:Work together! Being able to work in and learn from others in reciprocal situations. Team work

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The 16 Habits Of Mind Identified by Costa and Kallick:

Managing Impulsivity: Take your time! Thinking before acting; remaining calm, thoughtful and deliberative.

Thinking flexibly:Look at it Another Way! Being able to change perspective, generate alternatives, consider options.

Striving for accuracy:Check it again! Always do your best. Setting high standards. Checking way to improve constantly.

Applying past knowledge to new situations:Use what you Learn! Accessing prior knowledge; transferring knowledge beyond the situation in which it was learned.

Gather data through all senses: Use your natural pathways! Pay attention to the world around you Gather data through all the senses, taste, touch, smell, hearing and sight.

Responding with wonderment and owe:Have fun figuring it out! Finding the world awesome, mysterious and being intrigued with phenomena and beauty.

Finding humor:Laugh a little! Finding the whimsical incongruous and unexpected. Being able to laugh t oneself.

Remaining open to continuous learning:I have so much more to learn! Having humility and pride when admitting we don’t know; resisting complacency.

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Conclusion

Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating, rather than just remembering facts (rote learning). During the 1990's, a former student of Bloom's, Lorin Anderson, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers. Changes in terminology between the two versions are perhaps the most obvious differences and can also cause the most confusion. Basically, Bloom's six major categories were changed from noun to verb forms. Additionally, the lowest level of the original, knowledge was renamed and became remembering.

The 16 Habits of Mind is knowing how to behave intelligently when you DON'T know the answer. It means having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known.

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References

Applying Bloom’s Taxonomywww.teachers.ash.org.au/researchskills/dalton.htm

Learning Domains or Bloom’s Taxonomywww.nwlink.com/-donclark/hrd/bloom.html

What are Habits of Mind?www.habits-of-mind.net/whatare.htm

Costa, A and Kallick, B (2000) Habits of Mind: A Developmental Series.Alexandria, VA: Association for Supervision and Curriculum Development:

Book I: Discovering and Exploring Habits of MindBook II: Activating and Engaging Habits of MindBook III: Assessing and Reporting Growth in Habits of MindBook IV: Integrating and Sustaining Habits ofMind

(After Arthur L. Costa and Bena Kallick, Habits of Mind: A Developmental Series, Copyright © 2000)