1 we will not be talking about honey in today’s presentation

1

We will not be talking about

Honey in today’s

presentation

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n

Cognitive complexity: From simple one step solutions to manipulation of multiple concurrent items

Simple ComplexConcrete

Abstract / Symbolic / Analytical / Critical

Where Adult Education needs to go

This will be the topic of today’s

presentation

Understanding Content and

Problem Solving

Difficulty.

Richard Gacka Ed.D.PA ABE Professional Development System

Content Expert GrantWebinar 1 of 3: Last revision done on 3/30/14Associated narrative updated 3/30/14

4

This might help in the short

term…but is it really what

students need?

Teaching to the Test

5

It’s “higher level thinking,” that lets you understand what makes some problems and

content difficult.

And that is the topic of this presentation

Cognitive Processes:

The FoundationFor Problem Solving

We all think in different ways and we all process

information at different levels of depth and complexity.

And all of that processing is dependent upon the degree

to which our base of underlying mental abilities

have been effectively developed.

Let’s look at the progression of cognitive depth, from specific abilities to complex clusters of cognitive processes

Specific individual abilities are the core:For example, sending impulses to your eye muscles to move a certain way.

Minor process build on that core by combining abilities: For example, shifting your view to a specific object or noting size and color.

A major cognitive process combine abilities even further: For example, keeping your view on several different items on the whiteboard, noting changes made by the instructor and storing the changes in short-term memory, all the while sustaining focus and attention.

In most cases the abilities work together as complex and

powerful processes.

It is common for multiple major clusters to work simultaneously

Multiple major processes simultaneously working together on a single problem is a characteristic of higher-level thinking. For example, listening and understanding what the teacher is saying while they write a formula on the board, remembering and assigning meaning to symbols used in a formula and copying them, while being aware that the teacher will soon call upon someone to explain what was just presented and feeling anxiety that it might be them.

As questions or tasks become difficult, it is typical that more processes become involved. Some processes are always active, while others become active as they perform a specific component of a solution.

Listening component

Visual component

Memory component

Writing component

Attention component

Higher Order Thinking Involves Increasingly Sophisticated Integration of Processes

All the while that the solution is taking place, planning, monitoring, evaluation, impulse regulation, memory exchanges, and many other processes are active. .

Holding items in short term memory

Recalling a sequence of steps

Proposing, and then eliminating, possible alternatives

Converting from one measurement system to another

Understanding the words and vocabulary being used

Weighing alternative responses

Sustaining focus, attention and motivation

If one or more processes are weak it can make the problem or task more difficult or impossible to solve

The difficulty of a task or question reflects the total cognitive demands that are needed for a solution. A solution can break down because of a problem with one or more cognitive requirements, for example, having a specific fact, name, or date disappear from short-term memory will often result in an inability to reach a solution.

Holding items in short term memory

Recalling a sequence of steps

Proposing, and then eliminating, possible alternatives

Converting from one measurement system to another

Understanding the words and vocabulary being used

Weighing alternative responses

Sustaining focus, attention and motivation

Attend, focus and persevere

Hold information in working memory

Recall previous facts and

experiences

Establish rules by seeing

patterns

Sequence objects,

ideas and concepts

Deconstruct from a

whole to its parts

Construct concepts

from partial information

Imagine the future

Use symbols

and codes

Self assess and

monitor

Understand spatial

relationships

Use receptive,

expressive, and inner language

Recognize cause and

effect

Manage and police

cognitive functioning

Being curious about

“why” or “what”

Create new knowledge

from old

Let’s look at the minor processes that allow us to perform one of the complex abilities: Self

Assessment and Monitoring

(which is often called Executive Processing)

Identify similarities

and differences

Examples of Complex Cognitive Abilities

Self assess and

monitor what you are doing

Monitoring your position relative to the goal

Awareness of why you are doing what you are doing

Selecting the right processes to use

Pacing your performance given the time allotted

Developing and recalling the rules for “right” and “wrong” as needed

Assessing each action in terms of being “right” or “wrong”

Recalling what you just did

Knowing where you are in a process Observing and adjusting your focus

Motivating yourself when tired or frustrated

Keeping your goal in mind when distracted

Monitoring what is going on around you

Propose what lies ahead

Weigh alternative actions and consequences

The major process that enables us to manage and

police our cognitive

functioning, Is often calledExecutive

Functioning,It is made up of simultaneous

activity in many cognitive areas.

Let’s look at another cluster of skills that

support the capacity for visual

recognition and analysis

The major process referred to as

decoding visual symbols

Is often called“Reading”

It is made up of the

simultaneous activity of

many other sub-processes

And what mental processes allow us to “read” each of

these varying coding systems?

Converting verbal directions or sounds into written symbols

Recognizing left and right, up and down

Recognizing the meaning of colors or special markings

Assigning meaning to a symbol

Recognizing sequences of symbols

Recognizing the same symbol in different sizes and fonts

Perceiving small differences in symbols

Knowing the names for that specific symbol system

Recalling rules or patterns

Talking to yourself using your “inner language”

Testing possibilities

Judging if hypotheses are true

Remembering what you just saw as your eyes move to something new

Recalling things from short-term memory

The Mental Process:

Decoding visual symbols

Often called“Reading”

Filling in missing parts

16

Cause and Effect: Information about “A” is linked with outcome “B”

Whole to Part: “A” is made up of “B,” “C,” and “D”

Part to Whole: “A,” “B,” “C,” and “D” are all parts of “x”

Classification: “A” “C” “F” and “K” are all types of “x”

Rule Development: “A” is not a “C” because it does not have “K”

Temporal Reasoning: “A” happened before “B” but after “C”

Spatial Reasoning: Knowing the meaning of “Up,” “Left,” “Around,” “Behind” Seeing the relationship of shapes, angles and forms.

Pattern Recognition: XoaXobXocXod the next sequence will be Xoe

Closure: Filling in missing parts or pieces

Deduction: Coming to a conclusion based on isolated facts

Inference: Drawing a conclusion without clear facts

Some very important major types of cognitive processes

Cause and Effect Examples at both Simple and Complex Levels

Simple Level: The Underlying logic of the question is:A causes B

Example: At 2:30 AM, a car driven John Doe, was hit by a truck traveling in the opposite direction

Higher Level: The Underlying Logic of the question is: A1, A2, A3 and A4 in sufficient strength, may cause B, but only if C.

Thermoset, thermoplastic, polyethylene and polystyrene when heated beyond 180 degrees F may experience edge curling, but only if cooling stage temperatures drop below specified tolerances.

Many major process can present at varying levels of difficulty

EFFECTIVE PROBLEM SOLVING IS BUILT UPON A FOUNDATION OF INTACT COGNITIVE MENTAL ABILITIES

• Ability to focus, attend and be persistent• Ability to store and recall information from short and long-

term memory• Proficient working memory• Mastery of a core level of major cognitive processes• Ability to perform simultaneous problem solving • Ability to self-monitor your performance• Ability to sustain Intellectual curiosity• Effective receptive and expressive language skills• Effective vocabulary mastery• Ability to plan and to execute those plans• Mental flexibility

“Problem solving” is the integration of major and minor processes for the purpose of understanding and dealing with conceptual and task difficulty.

An example of lower-level thinking would be simple repetition. All that is needed is that you listen, remember, and repeat. Some other examples would be completing a basic one or two step computation, recognizing that you have heard something before, or following a memorized sequence.

You mentioned “higher level thinking” several times, can you give an example of lower-level

thinking?

• Higher level thinking involves abstract topics and simultaneous manipulation of multiple ideas and codes. For example, having to identify the potential impact of three alternative changes in a policy. Higher order thinking is often described as “deep,” “rigorous,” or “complex.”

• Much of the content of higher level thinking is abstract, that is, you cannot see, touch, or directly experience it. There is often specialized vocabulary, symbol systems, and relationships that need to be understood.

OK, now can you explain higher level thinking a bit more?

With that introduction to to the foundation components of thinking let’s take a look at the broader concept of:

“cognitive difficulty.” Think of “difficulty” as being an umbrella term that has two dimensions:

1. Clusters of mental processes which make up a continuum of cognitive rigor that we will refer to as “depth,” and

2. task characteristics which we will refer to as degrees of “complexity.”

UnderstandingDepth and Complexity

Depth of Thinking

Complexity of the Problem

In this segment we will introduce a tool that you can use to analyze the difficulty of instructional materials so that you can mentor students in strategies that they can use to address a wide range of difficulty. You can also use it to design and assess how you measure a student’s content mastery.

There are two critical factors that are important in understanding and solving

problems:

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n

Complexity can range from single step solutions to manipulation of multiple detailed items

Simple Complex

Concrete

Abstract / Symbolic

The Two Dimensions of “Difficulty,” Depth and Complexity

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to

Sym

bolic

Pro

jecti

on

Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items

Concrete/ Identification / Recall


The First Dimension of “Difficulty,” Depth of Reasoning Required

Low

Moderate

High

A co

ntinu

um o

f dep

th

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to

Sym

bolic

Pro

jecti

on




Overlaying Bloom’s LevelsA

conti

nuum

of d

epth

Synthesis: Putting parts together

Analysis: Breaking down material into component parts so that it’s organization and structure are understood

Application” Use learned material in new and concrete situations

Comprehension: Grasp the meaning of Material

Knowledge” Recall appropriate Information

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to

Sym

bolic

Pro

jecti

on




Overlaying Webb’s Levels

Level 1 (Recall)

Level 4 (Extended Thinking)

Level 2 (Skill/Concept)

Level 3 (Strategic Thinking)

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n

Cognitive complexity: From single step solutions to manipulation of multiple concurrent items

Simple Complex

The Second Dimension of “Difficulty,” Complexity of the Task

Simple ComplexModerate

A continuum of complexity

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n

Cognitive complexity: From single step solutions to manipulation of multiple concurrent items

Simple Complex

Concrete


The Two Dimensions of “Difficulty,” Depth and Complexity

Simple to Complex Task

Low

to H

igh

Cogn

itive

Dem

and

HOTSSimple

HOTSComplex

LOTS Simple LOTSComplex

The different types of thinking

required

The complexity of the task and the thinking required

The basic Depth/Complexity model

The amount of information, required, extent of distractions,

familiarity of vocabulary, etc.

The depth of the reasoning needed to

solve the problem

An important step in solving a more rigorous problem is figuring out

exactly what the problem is.

Complexity ForcesDepth Forces

To truly understand the problem, you need to know the type(s) of cognitive processing that will be needed, details about the information, external variables, and the layers of information and how they fit together.

.

Those question need to be asked repeatedly because they are related, and each time they are asked they open the door

for new information needed for the solution.

Who?What?When?Where?Why?How?

Exploring areas of the matrix:

Characteristics,Implications for Testing,

Examples

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


Simple Complex

Concrete


Low level depth and simple content - Characteristics

Point to the symbol for water

Problems and tasks are quite easy and uncomplicated. They usually consist of a single step and require little more than simple recall, naming, or identification.

Information is clearly stated, obvious, and free of detail or unrelated distracting details.

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


Simple Complex

Concrete

Abstract / Symbolic

Low level depth and simple content – Testing Considerations

Point, identify, pick, repeat, read, select

In terms of testing, tasks at this level would likely:• Involve multiple choice questions where the answers are clear

cut. • Involve true-false questions where no explanation is needed, or • Include questions where the teacher expects to hear a response

that simply repeats what was just told to the student.

Frequently, assessment at this level consists of little more than finding the specific information in the text accompanying the question and then repeating it.

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


Simple Complex

Concrete


Low level depth and simple content – Examples

Examples of Concrete Low Complexity Thinking• Picking out a named object or item from a short list.• Repeating a sentence, definition, or statement just said by

the instructor.• Following a simple one or two-step direction.• Finding a stated fact inside a simple reading assignment.• Finding the correct answer on a multiple-choice test where

wrong items are obvious.• Giving a short basic verbal answer rather than explaining

the answer in some detail.• Giving a generally correct answer, but one that lacks key

details or supporting material.• Remembering only items that are deliberately identified as

being “on the test.”• Responding with only “yes” or “no” answers. • Solving math problems that require rote procedural

memory.• Memorizing basic facts with little supporting information.• Test questions where answers are either “black or white.”

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


Simple Complex

Concrete


Moderate level depth and simple content - Characteristics

If x = 3 ft. howmany 9 inch sq floor tiles will be needed for a 3x by 5x room.

Problems and tasks involve more sophisticated, often abstract, or analytical thinking. Frequently they involve projecting outcomes, consequences or implications.

Generally the information deals with one or two threads or ideas, and may involve limited simultaneous analysis of multiple sets of data.

Problems involve the use of mathematical symbols, using formulas, or “reading graphs.”

There may be an emphasis on using the information to draw conclusions, complete a basic analysis, or estimate future outcomes.

The

type

of t

hink

ing:

Fro

m S

impl

e Re

cogn

ition

to C

ompl

ex

Sym

bolic

Pro

jecti

on


Simple Complex

Concrete


Moderate level depth and simple content – Testing Considerations

Why did?What caused?Explain why…What might?

• In terms of testing, tasks at this level might involve “solving” a problem that requires verbal or mathematical explanation or “proof.”

• Oral testing, peer review, or field-testing may be used as the assessment.

• Standardized testing may serve as a part of a broader assessment focusing on “the right answer,” but supplemented by a narrative that addresses “how” the solution was arrived at and what the implications of the answer might be.

• Assessment might include development of a hypothesis followed by exploration of that hypothesis.

• Assessment will show the transition from simply “knowing” or “memorizing” to questions asking the student to analyze, summarize, compare, find similarities, or note facts or events and their impact or future potential.

• Higher order assessment will reflect a shift from “who” and “where” questioning to “why did” and “explain how” questioning.

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


Simple Complex

Concrete


Moderate level depth and simple complexity– ExamplesExamples of Moderate Depth, Low Complexity Thinking

• Giving multiple names for the same item or alternate names based on the description of an item.

• Repeating sentences or lines from a play or story with effective phrasing and inflection.

• Following multiple simple steps that represent a sequential movement toward a larger procedure.

• Finding implied information or facts inside a reading assignment or within multiple documents.

• Finding the correct answer in a multiple-choice test where wrong items differ very little or where there could be multiple right answers.

• Giving a complete verbal answer that repeats the question and systematically addresses components or related facts.

• Giving a correct answer to a simple question, one that provides details and supporting material.

• Remembering information, facts, and dates judged to be relevant to the target objective.

• Solving math problems that require extensive procedural memory and application and testing of rules or selection of alternatives.

• Recognizing important characteristics and relationships in people, places and things.

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


Simple Complex

Concrete

Abstract / Symbolic

Low level depth and complex content - Characteristics

What is the atomic weight of the heaviest metal on the periodic table?

• Problems and tasks involve lower level problem solving (identify, collect, recall) but with complicating factors such as the need to process extensive amounts of information, demand speed of performance, or simultaneous processing of multiple simple problems.

• The related information may involve one or two themes, events, or causal factors and may involve the simultaneous analysis of multiple sets of data.

• The need for decoding skills of symbols, such as mathematical symbols, if unfamiliar, will make simple procedures or calculations much more complex.

• Unfamiliar vocabulary can make simple concepts quite difficult to understand.

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


Simple Complex

Concrete


Low level depth and complex content – Testing Considerations

Which is not…You have 3 minutes to …Rank the 5 items

• In terms of testing, tasks at this level might involve “solving” a problem requiring the discrimination of multiple fine visual details, or conversions from one measurement system to another that is less commonly used.

• In other cases, content that is familiar is presented using excessively complex grammatical terms or uses an unfamiliar tern in a foreign language, i.e. “pro bono.”

• In some cases, the addition of a time limit for responding, unnecessary detail, or increasing the amount of information to be processed may make a simple task much more difficult.

• Deliberate “tricky” questions may not add any need for deeper reasoning, but will increase the need for attention to detail.

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


Simple Complex

Concrete

Abstract / Symbolic

Low level depth and complex content – ExamplesExamples of Complex Low Order Thinking – LOT

• Understanding an extensive ongoing conversation or reading lengthy written text containing easily understood vocabulary and grammatical styles.

• Understanding Latin terms used in legal or business text such as a priori, ad hoc, et al, etc.

• Reading history text, that contains multiple individual’s names, dates, actions, and locations.

• Solving math problems that require recall of a three or four step computation.

• Gathering information for development of a table comparing demographic and personal information about four different historical figures.

• Competing in a “trivia” contest where factual information needs to be recalled as part of a competition with two other individuals.

• Following written directions on a menu containing multiple items, a need for measurement, and close compliance with a given sequence and specified timing..

• Drawing a schematic based on actual measurement of a real object.

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


Simple Complex

Concrete


Moderate level depth and moderate complexity- Characteristics

How might the impact of Mr. Smith’s death been different if…

• “Deeper” and more complex reasoning demands that the individual put seemingly unrelated concepts together and use the new insights to develop plans for innovative processes.

• As depth increases all of the necessary information is not “given,” it is extracted from information that is available.

• Higher-level reasoning requires consideration of permutations and testing of multiple simultaneous hypotheses for the purpose of weighing alternatives and consequences.

• Complex coding and recoding is the norm rather than the exception.

• Demands on working memory increase significantly.

• Individuals are required to effectively use multiple measurements or recording systems.

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


Simple Complex

Concrete

Abstract / Symbolic

Moderate level depth and moderate complexity: Testing considerations

Explain the pros and cons of…Simplify 2(x+4) + 3 )x-5) – 2yWhat was the impact of apartheid on …

• In terms of testing, tasks at this level might involve identifying the nature and causes of a problem as well as developing strategies for “solving” it and testing strategies for its solution.

• In terms of multiple choice testing, the presenting information would be much less obvious, require generalizations or inference, or require testing of information for accuracy.

• Complex models, theories, and supporting testing systems may be used.

• In standardized testing the raw data will be diverse and sometimes contradictory.

• Information and solutions are likely to be highly coded or dependent on complex vocabulary or high levels of content knowledge.

• Information will be nuanced. • Assessment might include knowledge of

associated theories that propose consequences or potential impacts.

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


Simple Complex

Concrete

Abstract / Symbolic / Analytical / CriticalExamples of Moderately High Level Reasoning and

Complexity• Dealing with concepts that are presented in the form of

Greek or Latin phrases or advanced mathematical symbols• Multiple sequential or concurrent content threads that

need to be analyzed or monitored.• Sophisticated vocabulary or grammatical styles provide

nuanced information that communicate subtle variations or meanings .

• Multi-stage fluid processes and procedures that may change as variables are identified.

• Solving math problems that require detailed procedural memory and use of symbols to represent theoretical concepts.

• Seeing characteristics and relationships in multiple people, places and things.

• Requires high levels of intellectual curiosity and perseverance. Answers are often highly dependent or learning from errors made.

• Use of analogies and metaphors.

Moderate level depth and moderate complexity: Examples

ApplyingThe

Depth - ComplexityMatrix

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


Plot this question of the matrix below.“Darnell, we just talked about the causes of the Civil War. Tell me two of those causes.”

SimpleComplex

Concrete

Abstract / Symbolic / Analytical / Critical Q1

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


If you make minimum wage (see table) and work an average of 27 hours per week, how much will you earn in a year?

SimpleComplex

Concrete


The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


The farm where you just started working has a vertical cylindrical oil tank that is 2.5 feet across on the inside. The depth of the oil in the tank is 2 feet. If 1 cubic foot of space holds 7.48 gallons, about how many gallons of oil are left in the tank?

SimpleComplex

Concrete


Acme Farms wants to plant a new crop. The land available forms a right triangle marked by points A, B, and C in the diagram below. The distance from point A to point B is 2.5 miles. The area available for planting is 1.875 square miles. What is the distance, in miles, between points A and C. A

BC

2.5 mi.Th

e de

pth

or ty

pe o

f thi

nkin

g: V

arie

s fr

om

Reco

gniti

on to

Sym

bolic

Pro

jecti

on


SimpleComplexConcrete


Q4

ImplicationsFor

Adult Educators

A snapshot of the workforce that was needed during the 1950’s

Simple Complex

Concrete

Abstract / Symbolic

So, what’s the problem?

A snapshot of the demands being made on individuals entering the workforce in 2014

Simple Complex

Concrete

Abstract / Symbolic

Looks pretty technical to me! (pun intended)

Simple Complex

Concrete

Abstract / Symbolic

Now I see the pattern. The shift is up and to the right. But what does that

mean for me?

Simple Complex

Concrete

Abstract / Symbolic

Then Now

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


Simple Complex

Concrete

Abstract / Symbolic

What Adult Education has emphasized in the past

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


Simple Complex

Concrete


Where Adult Education needs to gois being forced

Resources That Are

Available ForAdditional

Study

Types of Thinking Tasks• Comparison – choice – ranking• Sequence – timeline – order • Whole to component parts and reverse, component parts to the whole• Similarities – Differences• Rule Development – Pattern recognition and variations from rules and patterns• Cause to effect and consequence to cause• Understanding, coding, decoding and interchanging mathematical, language, and

and symbolic systems• Making projections, assumptions and inferences based on existing information• Long term, short term, and working memory recall• Hypothesis development and testing• Benefit – Cost – Merit - Consequence analysis • Classification and classification shifting• Multi level assessment of action – x happens if y is z, if y is c then x is different• Identification of pivotal issues, persons, and events

Lists of higher level thinking skills are readily available.

You can print out a list and in your lesson

planning try to address one or two of the skills

each day.

So where do Bloom’s Taxonomy, Webb’s DOK

and other theories fit into this presentation?

They are theories, which mean that they are ideas, which can be used to help make sense of a situation, problem, or need.

As theories, or models, they can help us to organize our thoughts, which in turn can help to identify actions that can lead to improvement or greater impact.

Each theory provides varying perspectives, which can help to develop depth in your understanding. Remember, higher level thinking is critical independent thinking.

If you feel that you don’t know where to begin, or if you want to start with small steps and gain momentum as you feel more comfortable, then this is a

document/slide that will help.

A one page summary of Blooms action verbs, organized by level, with samples of questions and applications.

Directions for use1. Download

2. Use daily to guide you lesson planning

Want something a bit less complex?

How to use a skills list1. Every day, include one activity from

each grouping as part of your instruction.

2. Use the list as a checklist. Every day cross out the verbs that were used as part of your lessons.

3. Write the action verbs on index cards. Each day randomly select 5 cards from the deck and focus on asking students to perform the verb as part of their answers.

Lists, guides, and maps of WHAT YOU COULD DO are readily

available.Getting started and ACTUALLY

INTEGRATING THEM INTO YOUR TEACHING is the main goal.

An alternative approach to classifying problem solving activities..

You can use such lists to identify domains where student’s need to develop skills, and plan activities that translate action verbs into instruction.

Complexity: Innate or Self-InflictedFactors That Add to Difficulty

• Speed of processing required for a solution• Number of simultaneous inputs• Number of symbol systems used• Amount of information that needs to be remembered• Ambiguity of concepts• Amount of “clutter,” conflicting information, and distractions• Familiarity with the coding and decoding that is required• Obviousness of facts• Outcomes and consequences of the solution• Acceptable range of tolerances• Amount of information to be dealt with – concurrent and sequential• Availability of tools and aids • Clarity of grammar used in presentation• Internal checks that support self-monitoring

Don’t worry about the models. Build activities at each of the varying levels of complexity into your daily lessons.

Crosswalk between Bloom’s and Webb’s Models – Levels 1 and 2

Crosswalk between Bloom’s and Webb’s Models – Levels 3 and 4

“Stems” are the beginnings of questions or statements. The DOK Question Stems provide an easy to use tool for identifying questions and assessing knowledge at each of the four levels proposed by Webb.

Use the sample questions as a starting point, pursuing each with additional questions to “drill deeper” in your effort to determine the depth and fluency of their knowledge.

Activities to Develop Depth of Reasoning

Print this out, enlarge it, make it into a checklist that you keep in front of you as you plan your lessons.

Help your students to master all of the cognitive processes that are listed under each step in the hierarchy. Put one in each student’s folder and use it as a “report card” on the status of their cognitive development.

http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf

http://literacynet.org/lincs/resources/cromley_report.pdf

Closing Comments

Some types of thinking can be very basic in terms of what is required to reach a solution. But some thinking skills can be very complex because they require the processing of larger amounts of information, present a need for sequential solutions, or require concurrent manipulation of varying data sources during the solution.

Repeat a phra

se

Apply a

complex

formula

Defend a topic and identifyin

g alternativ

e perspecti

ves

But being aware of the “action verb” is not the end of the discussion. While some verbs may reflect more sophisticated levels of thinking, many span a range of complexity. So it is not only the type of thinking that is required, but also the complexity, which together provide a good estimate of the difficulty of the task.

Repeat what I just said

Repeat a

short poem

Repeat the

Gettysburg

AddressThese two dimensions lead to classification based on the type and use of the thinking (the depth), and the degree of complexity of the task.

For the instructor this implies a need to: 1) develop the student’s underlying cognitive skills, 2) broaden their mastery of specific types of thinking skills, and 3) teach students how to deal with varying levels of complexity.

Don’t just talk about improved problem solving. Make it part of your classroom culture. It is not difficult to raise the bar. Here are some action verbs that you should include in establishing your classroom culture: I will…..

Expect …. Higher level thinking from studentsEncourage …. Perseverance

Nurture …. CuriosityModel …. Simplification

Reward …. EffortQuestion …. Until you know they “really” know

Ask …. “show me”

The

dept

h or

type

of t

hink

ing:

Var

ies

from

Rec

ogni

tion

to S

ymbo

lic

Proj

ectio

n


Simple ComplexConcrete


Where Adult Education needs to go

Resources+ Motivation

Tools to Get Started

There is a wealth of information and resources available to help develop your knowledge of content difficulty and tools you can use

to address it. All of the files referred to in the presentation and more can be viewed and downloaded from:

https://www.dropbox.com/sh/znk8riv4hfcwny8/V2a_tF5WBt



Thank you for participating.

We hope you will apply some of the ideas in your

classroom.

Richard Gacka Ed.D. PA PDS Content ExpertDirector: PA PDS Facilitation and Consultant Grant

E-mail: [email protected]

Website: www.drgacka.com

Webinar Resource Folder: https://www.dropbox.com/sh/znk8riv4hfcwny8/V2a_tF5WBt

Wiggio Group: LD Toolbox: Send an e-mail to the e-mail above and ask to join the group

mailto:[email protected]

http://www.drgacka.com/

