Applying Models of Applying Models of ThinkingThinking

An Informative Parental An Informative Parental PresentationPresentation

Letter to ParentsLetter to Parents

Dear Parents,Dear Parents, Thank you for allowing me to Thank you for allowing me to touch your children’s lives on this touch your children’s lives on this educational journey. The purpose educational journey. The purpose of this presentation is to show you of this presentation is to show you how the models of thinking are how the models of thinking are applied.applied. Sincerely, Sincerely, Miss Dozier Miss Dozier

You will understand how to You will understand how to apply……..apply…….. Bloom’s Taxonomy of Thinking SkillsBloom’s Taxonomy of Thinking Skills Demonstrated Thinking SkillsDemonstrated Thinking Skills Bloom’s Revised Taxonomy in Bloom’s Revised Taxonomy in

Project Planning and AssessmentProject Planning and Assessment Marzano’s Dimensions of LearningMarzano’s Dimensions of Learning Costa and Kallick’s 16 Habit of MindCosta and Kallick’s 16 Habit of Mind

Bloom’s Taxonomy of Bloom’s Taxonomy of Thinking Skills: ProcessesThinking Skills: ProcessesCognitiveCognitiveProcessesProcesses REMEMBER: REMEMBER:

Produce the right Produce the right information from information from memory.memory.

UNDERSTAND: UNDERSTAND: Make meaning Make meaning from educational from educational materials or materials or experiences. experiences.

APPLY: APPLY: Use a Use a procedure.procedure.

Bloom’s Taxonomy of Bloom’s Taxonomy of Thinking Skills: ProcessesThinking Skills: Processes ANALZE: ANALZE: Break a concept down Break a concept down

into its parts and describe how into its parts and describe how the parts relate to the whole the parts relate to the whole

EVALUATE: EVALUATE: Make judgments Make judgments based on criteria and standards based on criteria and standards

CREATE: CREATE: Put pieces together to Put pieces together to form something new or form something new or recognize components of a new recognize components of a new structure structure

Bloom’s Taxonomy of Bloom’s Taxonomy of Thinking Skill: DimensionsThinking Skill: DimensionsKnowledge DimensionsKnowledge Dimensions FACTUAL FACTUAL

KNOWLEDGE: KNOWLEDGE: Basic Basic information information

CONCEPTUALCONCEPTUAL KNOWLEDGE: KNOWLEDGE: The The relationships among relationships among pieces of a larger pieces of a larger structure that make them structure that make them function together function together

PROCEDURAL PROCEDURAL KNOWLEDGE: KNOWLEDGE: How to How to do something do something

METACOGNITIVE METACOGNITIVE KNOWLEDGE: KNOWLEDGE: Knowledge of thinking in Knowledge of thinking in general and your thinking general and your thinking in particular in particular

Dimensions

Factual and Conceptual Procedural Metacognitive

Application of Cognitive Application of Cognitive Processes and Knowledge Processes and Knowledge DimensionsDimensions 6 Cognitive Processes :6 Cognitive Processes : o 1. REMEMBER (Examples)1. REMEMBER (Examples) RecognizeRecognize--True/False True/False RecallRecall-- Reproduce chemical formulas Reproduce chemical formulas o 2. UNDERSTAND (Examples)2. UNDERSTAND (Examples) Interpreting-Interpreting-Draw a diagram (digestive system)Draw a diagram (digestive system) Exemplifying-Exemplifying-Name a mammal in our area.Name a mammal in our area. ClassifyingClassifying--Group animals into their proper species.Group animals into their proper species. SummarizingSummarizing--List the key points in process of mitosis.List the key points in process of mitosis. InferringInferring--Use context clues for unfamiliar wordsUse context clues for unfamiliar words ComparingComparing--Use a Venn diagram to demonstrate how Use a Venn diagram to demonstrate how

plant and animal cells are similar and different.plant and animal cells are similar and different. ExplainingExplaining--Draw a diagram explaining the two types of Draw a diagram explaining the two types of

circulation.circulation.

Application of Cognitive Application of Cognitive Processes and Knowledge Processes and Knowledge DimensionsDimensionso 3. APPLY (Examples)3. APPLY (Examples) ExecutingExecuting--Add significant digits Add significant digits ImplementingImplementing-- Design an experiment to see how plants grow in different Design an experiment to see how plants grow in different

kinds of soil. kinds of soil. o 4. ANALYZE (Examples)4. ANALYZE (Examples) Differentiating-Differentiating- List the important information in a mathematical word List the important information in a mathematical word

problem and cross out the unimportant information.problem and cross out the unimportant information. Organizing-Organizing-Make a diagram showing the way plants and animals interact Make a diagram showing the way plants and animals interact

in an area.in an area. AttributingAttributing--Read letters to determine the author’s view on an issue. Read letters to determine the author’s view on an issue. o 5. Evaluate (Examples)5. Evaluate (Examples) Checking-Checking- Review project plan steps. Review project plan steps. Critiquing-Critiquing- Co-develop a rubric and judge if material meets the criteria Co-develop a rubric and judge if material meets the criteria

Application of Cognitive Application of Cognitive Processes and DimensionsProcesses and Dimensionso 6. Create (Examples)6. Create (Examples) Generating- Generating- Generate scientific hypothesesGenerate scientific hypotheses Planning- Planning- Outline a research paper on Darwin’s views on Outline a research paper on Darwin’s views on

evolution.evolution. ProducingProducing- - Build a habitat for local water fowl.Build a habitat for local water fowl. 4 Knowledge Dimensions:4 Knowledge Dimensions:o 1. Factual Knowledge1. Factual Knowledge

Knowledge of terminology-Knowledge of terminology- Vocabulary terms Vocabulary terms Knowledge of specific details and elements-Knowledge of specific details and elements-Components of a Components of a

food chain food chain o 2. Conceptual Knowledge2. Conceptual Knowledge

Knowledge of classifications/categories-Knowledge of classifications/categories- Species of animals Species of animals Knowledge of principles/generalizations-Knowledge of principles/generalizations- Mendel’s Law of Segregation Mendel’s Law of Segregation Knowledge of theories, models, and Knowledge of theories, models, and structures-Theory of Evolutionstructures-Theory of Evolution

o 3. Procedural Knowledge3. Procedural Knowledge

Subject Specific Skills/Algorithms-Subject Specific Skills/Algorithms- Procedure for Procedure for solving metric problemssolving metric problems

Subject Specific Techniques/Methods-Subject Specific Techniques/Methods- Scientific Scientific methodmethod

Criteria when to Use the Appropriate Criteria when to Use the Appropriate Procedures-Procedures-Methods for experimentsMethods for experiments

o 4. Metacognitive Knowledge4. Metacognitive Knowledge Strategic-Strategic- Reading Comprehension Strategies Reading Comprehension Strategies

Cognitive Tasks-Cognitive Tasks-Reading demands of booksReading demands of books

Self-KnowledgeSelf-Knowledge-Need for diagram to understand -Need for diagram to understand processesprocesses

Demonstrated Thinking SkillsDemonstrated Thinking Skills

Remembering-Remembering- Defining and listing Defining and listing Understanding-Understanding-Assess, restate, and Assess, restate, and

identifyidentify Applying- Applying- Calculating using equations, Calculating using equations,

contrast possibilities, and demonstrate contrast possibilities, and demonstrate math/science principlesmath/science principles

Analyzing-Analyzing- Pictures, Tables/Diagrams, Pictures, Tables/Diagrams, options (discuss), and generalizations options (discuss), and generalizations (make)(make)

Evaluating-Evaluating- Assess validity, support Assess validity, support guesses, and tests guessesguesses, and tests guesses

Creating-Creating- Build models, propose new ways, Build models, propose new ways, and work backwardsand work backwards

Bloom’s Taxonomy in Project Bloom’s Taxonomy in Project Planning and Student AssessmentPlanning and Student Assessment

2 Videos:2 Videos:

1.Promoting Higher Level Thinking Skills: Using 1.Promoting Higher Level Thinking Skills: Using Bloom's Taxonomy with SoftChalk (Part 1) Bloom's Taxonomy with SoftChalk (Part 1)

http://http://www.youtube.com/watch?vwww.youtube.com/watch?v=6grRsLm8eww=6grRsLm8eww

2.Promoting Higher Level Thinking Skills: Using 2.Promoting Higher Level Thinking Skills: Using Bloom's Taxonomy with SoftChalk (Part 1) Bloom's Taxonomy with SoftChalk (Part 1)

http://http://www.youtube.com/watch?vwww.youtube.com/watch?v=h-vvZbDz09w=h-vvZbDz09w

Applying Marzano’s Applying Marzano’s Dimensions of LearningDimensions of Learning

DimensionDimension

TitleTitle ExampleExample

11 Positive Attitudes Positive Attitudes and Perceptions and Perceptions (Learning)(Learning)

Classroom Classroom Climate Climate (Accepted by (Accepted by others; order)others; order)

22 Acquisition and Acquisition and Integration Integration (Knowledge)(Knowledge)

*Relate, *Relate, organize, and organize, and retain new retain new informationinformation

* * 2 types2 types of of knowledge:knowledge: declarative declarative (facts) and (facts) and procedural procedural (procedures)(procedures)

DimensionDimension TitleTitle ExampleExample

33 Extension and Extension and Refinement Refinement (Knowledge)(Knowledge)

**Learners:Learners: develop develop in-depth in-depth understandingunderstanding

(apply/refine)(apply/refine) **Common reasoning Common reasoning processes (8)processes (8)

44 Meaningful Meaningful Use Use (Knowledge)(Knowledge)

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

55 Productive Productive Habits of MindHabits of Mind

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

Applying Marzano’s Applying Marzano’s Dimensions of LearningDimensions of Learning Common Reasoning Processes:Common Reasoning Processes:

ClassifyingClassifying — Organization — Organization Inductive ReasoningInductive Reasoning — Based on facts, your — Based on facts, your

conclusionconclusion Deductive ReasoningDeductive Reasoning — Conclusions can you — Conclusions can you

draw that must be truedraw that must be true Analyzing ErrorsAnalyzing Errors — How is this information — How is this information

misleadingmisleading Constructing SupportConstructing Support — Argument that supports — Argument that supports

claim claim AbstractingAbstracting — Other situations this can apply to — Other situations this can apply to Analyzing PerspectivesAnalyzing Perspectives —Reasoning behind —Reasoning behind

this perspectivethis perspective Comparing — AlikeComparing — Alike

Meaningful UsesMeaningful Uses

Students Students learn bestlearn best when doing when doing the following:the following:

Decision MakingDecision Making InvestigationInvestigation Experimental InquiryExperimental Inquiry Problem Solving Problem Solving Systems AnalysisSystems Analysis

Productive HabitsProductive Habits

Pupils Pupils can learncan learn on their on their ownown with with the following the following mental skills:mental skills:

Critical ThinkingCritical Thinking Creative Thinking Creative Thinking Self-Regulation—MetacognitionSelf-Regulation—Metacognition

Costa and Kallick's 16 Habits of Costa and Kallick's 16 Habits of MindMind Name of HabitName of Habit1.1. PersistingPersisting2.2. Managing ImpulsivityManaging Impulsivity3.3. Listen to others Listen to others

(empathy and (empathy and understanding)understanding)

4.4. Thinking flexiblyThinking flexibly5.5. Think about thinkingThink about thinking6.6. Strive for accuracy Strive for accuracy

and precisionand precision

DescriptionDescription 1.1. Sustain a problem Sustain a problem

solving processsolving process2.2. Think before actingThink before acting3.3. Listen, empathize, Listen, empathize,

and understand and understand viewsviews

4.4. Change mind Change mind because of additional because of additional datadata

5.5. Develop, maintain, Develop, maintain, and reflect;Aware of and reflect;Aware of actions; explain actions; explain actionsactions

6.6. Value craftmanshipValue craftmanship

Costa and Kallick's 16 Habits of Costa and Kallick's 16 Habits of MindMind

7. Questioning and 7. Questioning and Posing Problems-Posing Problems- Asking ?s and filling Asking ?s and filling in gaps between in gaps between known and unknownknown and unknown

8.Applying Past 8.Applying Past Knowledge to New Knowledge to New Situations-Situations-Get Get meaning from one meaning from one experience, carry it, experience, carry it, and apply itand apply it

9. Thinking and 9. Thinking and Communicating Communicating (Clarity and (Clarity and Precision)-Precision)-Writing Writing and orally and orally communicating with communicating with precise languageprecise language

Costa and Kallick's 16 Habits of MindCosta and Kallick's 16 Habits of Mind 10.10. Gather information Gather information

(senses)-(senses)- Derive info by Derive info by observing or taking in observing or taking in through senses.through senses.

11. Creating, Imagining, 11. Creating, Imagining, and Innovating-Tryingand Innovating-Trying to to conceive problem solutions conceive problem solutions differently, examining differently, examining alternative possibilities, alternative possibilities, using analogies, starting using analogies, starting with a vision and working with a vision and working backward, taking risks, and backward, taking risks, and pushing the boundariespushing the boundaries

12. Responding with 12. Responding with Wonderment and Awe-Wonderment and Awe-Maintain a passion and Maintain a passion and enthusiasm about enthusiasm about inquiring, learning, and inquiring, learning, and masteringmastering

Costa and Kallick's 16 Habits of Costa and Kallick's 16 Habits of MindMind 13.Taking Responsible Risks-13.Taking Responsible Risks-Accept Accept

uncertainty as part of the normal processuncertainty as part of the normal process 14.Finding Humor-14.Finding Humor- Using humor and Using humor and

laughter to liberate creativity and provoke laughter to liberate creativity and provoke higher-level thinking skills higher-level thinking skills

15. Thinking Interdependently-15. Thinking Interdependently- Think in Think in concert with others. Ability to justify ideas concert with others. Ability to justify ideas and to test feasibility. Willingness to accept and to test feasibility. Willingness to accept the feedback the feedback

16. Learning Continuously-16. Learning Continuously-Constantly Constantly searching (better ways), striving for searching (better ways), striving for improvement, always growing, learning, improvement, always growing, learning, and improving themselves and improving themselves