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Understanding the critical thinking skills of the 2001 revision of Bloom's Taxonomy is easy with this handy teaching tool. Learn how to ask questions, lead discussions and plan lessons geared to each level of critical thinking: remembering, understanding, applying, analyzing, evaluating and creating.
How to Use Bloom's Taxonomy in the Classroom: The Complete Guide is your one-stop shop for improving the quality of the lessons, questions, activities and assessments you plan. Never before has there been such a detailed, practical analysis of the taxonomy - of how it works, why it works and how you can use it to raise achievement in your classroo
Virtually all instructors have learning objectives in mind when developing a course. They know the skills and knowledge that students should gain by the end of each instructional unit. However, many instructors are not in the habit of writing learning objectives, and the objectives remain implicit. The full power of learning objectives is realized only when the learning objectives are explicitly stated. Writing clear learning objectives is therefore a critical skill.To sharpen this skill so that your objectives are consistently precise, measurable, and student-centered, we recommend that you follow the audience, behavior, condition, degree (ABCD) method. Every learning objective must have an audience and a stated behavior. The condition and degree are not applicable to every learning objective, but they can make your objectives more precise as long as they are not forced into place.Learning objectives help anchor assessments and activities in evidence-based course design. By aligning objectives, assessments, and activities, we can collect data on student performance in achieving those objectives. This information helps students and instructors to monitor student progress. At a broader level, student performance data helps learning scientists to improve theories of learning, which in turn helps learning engineers to make interactive improvements to the course.Creating concise objectives is key to developing purposeful and systematic instruction. One of the most prevalent conclusions that educators have drawn from the large body of instructional research is that instruction needs to be tailored to support concrete instructional objectives and to meet specific learning outcomes.Table of Contents: Learning ObjectivesThe Difference between a Goal and an ObjectiveExamples of goal statements and learning objectivesThe Difference between a Course Description, a Topics List, and an ObjectiveCharacteristics of an Effective Learning Objective: ABCD Approach to Writing Learning ObjectivesDeveloping Your Learning Objectives: AudienceDeveloping Your Learning Objectives: Behavior (1 of 3)BehaviorDomains of Bloom's TaxonomyCognitive DomainKnowledge dimensionPsychomotor DomainAffective DomainWrap Up of Bloom's DomainsNOTE: Watch Out for Verbs That Are Not Observable or MeasurableDeveloping Your Learning Objectives: Condition and DegreeConditionDegreeWriting Learning ObjectivesRealizing the Full Power of Learning ObjectivesAudienceBehaviorConditionDegreeUsing Clear LanguageConsiderations in Writing Learning ObjectivesSufficient breadth and scope of learning objectivesSufficient number of learning objectivesBefore You Start WritingReference
Bring Novelty Into The Classroom To Get Knowledge Into Students’ Brains! You can invest time and effort into perfecting your lesson plans, encouraging good student behavior, and ensuring your classroom accommodates every learning style. But if your students don’t remember what you teach them, what’s the point? Banish this concern forever when you use the strategies in this thoroughly updated third edition of Marcia Tate’s bestselling Worksheets Don’t Grow Dendrites, which details twenty definitive brain-compatible techniques to maximize retention and minimize forgetting in learners of all ages. Tate’s techniques are drawn from the latest neuroscientific research and learning style theory and are described step-by-step for immediate application in your classroom. Learn how to: Incorporate interactive fun to your existing lessons, including field trips, games, humor, and even music and rap Use graphic organizers and word webs to solidify lessons visually Facilitate innovative methods of project-based learning You’ll also benefit from new sample lesson plans, activities, and illustrations that reflect the latest research on how students’ brains develop and function. With this book, your students will retain the information from your classroom for years to come.
Features an expanded discussion of mediated learning and includes case studies, reflective activities for the reader, and in-depth coverage of metacognition, metalearning, metateaching, and metatasking.
This revision of Bloom's taxonomy is designed to help teachers understand and implement standards-based curriculums. Cognitive psychologists, curriculum specialists, teacher educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes. In combination, these two define what students are expected to learn in school. It explores curriculums from three unique perspectives-cognitive psychologists (learning emphasis), curriculum specialists and teacher educators (C & I emphasis), and measurement and assessment experts (assessment emphasis). This revisited framework allows you to connect learning in all areas of curriculum. Educators, or others interested in educational psychology or educational methods for grades K-12.
Updated Edition of Bestseller Madeline Hunter’s authoritative guide to effective instruction, newly updated and expanded for today’s learners! This classic resource is the best-selling guide to rigorous standards-based instruction that covers teaching to both sides of the brain, teaching for meaning and retention, and teaching to real-life situations. This exciting new edition features: Instruction, learning, motivation, guided practice, and behavior integrated into a comprehensive and effective model for classroom teaching Newly updated and expanded content to encompass teaching for independent learning Teaching tips, classroom examples, recommended readings, a new comprehensive index, and a discussion guide for each chapter
Harvard psychologist Howard Gardner has been acclaimed as the most influential educational theorist since John Dewey. His ideas about intelligence and creativity - explicated in such bestselling books as Frames of Mind and Multiple Intelligences (over 200,000 copies in print combined) - have revolutionized our thinking. In his groundbreaking 1983 book Frames of Mind , Howard Gardner first introduced the theory of multiple intelligences, which posits that intelligence is more than a single property of the human mind. That theory has become widely accepted as one of the seminal ideas of the twentieth century and continues to attract attention all over the world. Now in Intelligence Reframed , Gardner provides a much-needed report on the theory, its evolution and revisions. He offers practical guidance on the educational uses of the theory and responds to the critiques leveled against him. He also introduces two new intelligences (existential intelligence and naturalist intelligence) and argues that the concept of intelligence should be broadened, but not so absurdly that it includes every human virtue and value. Ultimately, argues Gardner, possessing a basic set of seven or eight intelligences is not only a unique trademark of the human species, but also perhaps even a working definition of the species. Gardner also offers provocative ideas about creativity, leadership, and moral excellence, and speculates about the relationship between multiple intelligences and the world of work in the future.
Uses practical and research-based approaches to improve students' higher-order thinking skills and includes strategies for differentiating higher-order thinking skills and developing them in English language learners.
In this book, Erik M. Francis explores how one of the most fundamental instructional strategies—questioning—can provide the proper scaffolding to deepen student thinking, understanding, and application of knowledge. You’ll learn: *Techniques for using questioning to extend and evaluate student learning experiences. *Eight different kinds of questions that challenge students to demonstrate higher-order thinking and communicate depth of knowledge. *How to rephrase the performance objectives of college and career readiness standards into questions that engage and challenge students. Francis offers myriad examples of good questions across content areas and grade levels, as well as structures to help teachers create and use the different kinds of questions. By using this book to fine-tune your approach to questioning, you can awaken the spirit of inquiry in your classroom and help students deepen their knowledge, understanding, and ability to communicate what they think and know.
