Upload
leon-poole
View
233
Download
0
Tags:
Embed Size (px)
Citation preview
Video 5: Mapping the Terrain: What Should They Know About It and How Deeply?
What kinds of ideas do you want students to learn?
What kinds of ideas do you want students to learn?
• Think of a topic you’ve taught
• What kinds of things does a student need to do to show they have expertise in that topic?
COGNITIVE ABILITIESFacts: Terminology, information, detailsConcepts: Classifications, reasoning,
principles.
PROCEDURES & SKILLS: Techniques, methods, problem-solving
(routine and non-routine). “Thinking like a….”.
First: Different types of learning
METACOGNITIVESelf-awareness
about what helps you learn; studying & learning strategies.
ATTITUDES & BELIEFSAppreciate, enjoy, value.
What type of knowledge is being described in this learning objective?
Chemistry: Identify whether elements in the same row in the periodic table share similar physical and chemical properties.
A. CognitiveB. Procedural/skillsC. MetacognitiveD. Attitudes and beliefs
Courtesy University of Colorado Boulder
What type of knowledge is being described in this learning objective?
Physics: Recognize that the world is not mysterious and unpredictable, but is governed by natural laws.
A. CognitiveB. Procedural/skillsC. MetacognitiveD. Attitudes and beliefs
Courtesy University of Colorado Boulder
What type of knowledge is being described in this learning objective?
Probability: Identify common misconceptions about probability
A. CognitiveB. Procedural/skillsC. MetacognitiveD. Attitudes and beliefs
Courtesy Derek Bruff, Vanderbilt University
What type of knowledge is being described in this learning objective?
Geology: Use primary data to determine the potential cause of an environmental problem.
A. CognitiveB. Procedural/skillsC. MetacognitiveD. Attitudes and beliefs
Courtesy Science Education Initiative, University of Colorado Boulder
There is another way we can analyze learning objectives
What do you notice about these goals from the Three Pigs?
• Describe the main characters in the story, and their roles
• Defend the use of the “rule of threes” as a literary technique in a story
• Apply the literary techniques learned in class to your own writing.
What do you notice about these goals?
• Describe the main characters in the story, and their roles• Explain the usefulness of the “rule of threes” as a literary
technique• Apply the literary techniques learned in class to your own
writing.
A. It’s clear how they would be assessedB. They use a variety of different verbsC. Students are expected to develop a variety of skillsD. Some are simple, others are more complexE. All of the above
What do you notice about these goals?
• Describe the main characters in the story, and their roles• Explain the usefulness of the “rule of threes” as a literary
technique• Apply the literary techniques learned in class to your own
writing.
A. It’s clear how they would be assessedB. They use a variety of different verbsC. Students are expected to develop a variety of skillsD. Some are simple, others are more complexE. All of the above
create
evaluate
analyze
apply
understand
remember
Bloom’s Taxonomy
Level 1: Remembering
Can the student recall basic facts and concepts?• Relevant verbs: Define, duplicate, list,
memorize, repeat
Example: List the steps of photosynthesis
create
evaluate
analyze
apply
understand
remember
Level 2: Understanding
Can the student explain ideas and concepts?• Relevant verbs: Classify, describe, discuss,
explain, identify, locate, recognize, translate
Example: Describe the relationship between velocity and speed.
create
evaluate
analyze
apply
understand
remember
Level 3: Applying
Can the student use information in new situations?• Relevant verbs: Implement, solve, use,
demonstrate, interpret, sketch
Example: Draw a diagram of the process of photosynthesis create
evaluate
analyze
apply
understand
remember
Level 4: AnalyzingCan the student draw connections between ideas, or interpret ideas?• Relevant verbs: Differentiate, organize,
compare, contrast, relate, experiment
Example: Compare and contrast mitosis and meiosis.
create
evaluate
analyze
apply
understand
remember
Level 5: EvaluatingCan the student justify a stand or decision?• Relevant verbs: Appraise, argue, defend,
judge, select, support, value, critique
Example: Evaluate whether this experiment demonstrates a specified set of principles.
create
evaluate
analyze
apply
understand
remember
Level 6: CreateCan the student produce new or original work?• Relevant verbs: Design, assemble, constrct,
develop, formulate, author, investigate
Example: Design a map to follow the path of a carbon atom from the atmosphere through the cycle of photosynthesis and respiration.
create
evaluate
analyze
apply
understand
remember
Recall facts and basic concepts?define, duplicate, list, memorize, repeat, state
Explain ideas or concepts?classify, describe, discuss, explain, identify, locate, recognize, report, select, translate
Use information in new situations?execute, implement, solve, use, demonstrate, interpret, operate, schedule, sketch
Draw connections among ideas?differentiate, organize, relate, compare, contrast, distinguish, examine, experiment, question, test
Justify a stand or decision?appraise, argue, defend, judge, select, support, value, critique, weigh
Produce new or original work?Design, assemble, construct, conjecture, develop, formulate, author, investigate
Can the student…
create
evaluate
analyze
apply
understand
remember
Bloom’s Taxonomy
create
evaluate
analyze
apply
understand
remember
Bloom’s Taxonomy