Connecting Thinking to Self Regulated Learning

And now … our expert on thinking.

AREAS Level 1 Level 2 Level 3 Level 4

Bloom’sTaxonomy

Don’t know itDon’t apply it

Can list it & maybe use it

Understand it & play with it

Ditto & enact it effectively

InductiveThinking

Don’t know itDon’t apply it

Heard of it, not sure if I use it

Understand it & play with it

Ditto & enact it effectively

DeductiveThinking

Don’t know itDon’t apply it

Heard of it, not sure if I use it

Understand it & play with it

Ditto & enact it effectively

MakingPredictions

Don’t know itDon’t apply it

Heard of it, not sure if I use it

Understand it & play with it

Ditto & enact it effectively

MakingInferences

Don’t know itDon’t apply it

Heard of it, not sure if I use it

Understand it & play with it

Ditto & enact it effectively

CriticalThinking

Don’t know itDon’t apply it

Heard of it, not sure if I use it

Understand it and enact it

Ditto and enact it effectively

RUBRIC - THINKING

HOW WOULD YOU RANK THESE RE BORING TO LEARN

ASSESSMENTBLOOM’S TAXONOMYMULTIPLE INTELLIGENCEBRAIN RESEARCHINSTRUCTIONCURRICULUM

HOW WOULD YOU RANK THESE RE IMPORTANCE TO TEACHING

ASSESSMENTBLOOM’S TAXONOMYMULTIPLE INTELLIGENCEBRAIN RESEARCHINSTRUCTIONCURRICULUM

Rank these according to importance in self regulated learning

ASSESSMENTBLOOM’S TAXONOMYMULTIPLE INTELLIGENCEBRAIN RESEARCHINSTRUCTIONCURRICULUM

FOR ME … BUT IT DOES NOT MEAN I’M RIGHT … BUT NO ONE HAS PROVED ME WRONG

ASSESSMENTBLOOM’S TAXONOMYMULTIPLE INTELLIGENCEBRAIN RESEARCHINSTRUCTIONCURRICULUM

BLOOM’S

Did you know …

Every outcome you teach is driven by Bloom’s taxonomy.When you communicate you employ Bloom’s.

• What’s your email address?• Can you tell me how you did that?• Yes, I made that pavlova• I’m just trying to figure out why this doesn’t work• I wonder what would happen if I added the

butter after the batter was mixed?• Great meal!

GENERAL OBJECTIVE: To analyze various situations or physical

phenomena associated with waves, light and modern physics. SPECIFIC

OBJECTIVES: The following is a list of what the student should be able

to do by the end of this course. As such, the student should be

prepared to answer questions on the final examination on any of these

points.

1. Oscillatory Motion

comprehend the notion of oscillatory motion

recall the definition (sine and cosine form) of simple harmonic motion

(S.H.M.)

comprehend the concepts of amplitude, frequency, period, angular

frequency, phase, phase constant and restoring force

apply the above concepts to the oscillating mass-spring system

Pre-test1. Write down the six levels of Bloom’s Taxonomy

from least to most complex.2. Identify one instructional method that pushes any

three of those levels.3. Identify two methods that by default push two or

more levels of Bloom’s taxonomy.4. Can you identify an instructional method that

pushes all levels of Bloom’s5. At what grade should you start to teach Bloom’s

taxonomy?

Pre-test1. What is meant by inductive thinking? What level of thinking is

inductive thinking?2. Identify one instructional method that pushes inductive thinking3. What is meant by deductive thinking? What level of thinking

does deductive thinking push?4. Identify one instructional method that pushes deductive

thinking.5. What are the essential attributes of critical thinking?6. Name two instructional methods that push critical thinking.

What level of thinking do critical thinking skills push? Can you identify (recall) 3 critical thinking skills?

7. How does inductive thinking and deductive thinking relate to critical thinking?

What can you deduce from this?

What can you deduce from this?

How are these two cartoons the same?

WHAT LEVEL OF THINKING IS THE ABOVE REQUEST?

Examining Both Sides of an Issue

Examining Both Sides of an Issue in terms of Self Regulated Learning

• EBS is from de Bono’s CoRT Program• CoRT (cognitive research and trust) has 60

tactics for critical thinking; EBS is one of those 60. CAF (Consider All Factors is another.)

• If students ‘own’ EBS and CAF, then when they are confronted with an issue, they invoke those two tactics rather than getting caught in ‘either/or’ dilemmas, sweeping generalizations etc.

Perkins (Outsmarting IQ)IQ is a poor predictor of intelligent behaviour

• Experience -- to develop patterns• Reflection -- to identify, create and

connect patterns• Strategies -- to respond to the patterns• Enough neurons -- to function

normally…intelligence is ‘learnable’(Note: we need about 10 years of intense focus to become an expert in any area that is somewhat or more complex)

Why Bloom’s Taxonomy is Important

• Synthesis• Evaluation• Analysis• Application• Comprehension• Knowledge

Focus on Bloom’s Taxonomy

Side A• Ranking Ladder• Venn Diagram• Concept Attainment• Mind Maps• PMI• Academic Controversy• Group Investigation• Concept Maps• Flow Charts

Side B• Framing Questions• Think Pair Share• Place Mat• Jigsaw• Lecture• 5 Basic Elements• Teams Games Tournaments• KWL chart

Concerns Based Adoption Model(CBAM) – Hord and Hall

Non UserOrientationPreparationMechanical (Implementation Dip)RoutineRefinedIntegrative

Effect Size - How Much of a Difference Our Instructional Decisions Make

• Down side of ‘significance’ (.05, .01, .001)• Power – Effect Size (Gene Glass 1978)• Integrating Instructional Methods• Differentiating Instruction

‘Types’ of thinking and ‘Levels’ of thinking

• Types of Thinking– Inductive– Deductive– Ranking– Predicting– Sequence– Inquiry– Prioritizing– Identify

• Levels of Thinking– Synthesis– Evaluation– Analysis– Application– Comprehension– Recall

By the end of grade six students will demonstrate their understanding of four types of motion: reciprocal, oscillating,

rotational, and linear.

• Tells you that they will be assessed at the Comprehension level of Bloom’s Taxonomy -- be able to describe in their own words and give examples

• Tells you implicitly that you have to teach it at the analysis level -- compare and contrast

• Tells you it is inductive thinking because they have to be able to classify types of motion to get that understanding. SO………………….

What instructional methods push analysis (the level of thinking)

and inductive thinking (the type of thinking)?

Venn Diagrams, Fish Bone Diagrams, Mind Maps, Concept Maps, Concept

Attainment, Concept Formation

…BUT… will they work alone, competitively or cooperatively or some

combination of those 3?

Types of Thinking …

SIDE A• CSI• Do plants need water• Scientific Method• Are nails better than screws• If A = B and B = C then B = C

SIDE B• Dogs are Mammals• Cars are

Transportation• Socks are Clothing• After the washer• After we dry dishes• Clothes in your

closet• First drawer re

utensils

Testers …

• That is a third degree burn.• Food in Supermarket• Are girls smarter than boys?• Does copper burn?• You are guilty.• Belongs in the other group• Your tire is flat.

Concept Attainment

An Inductive Thinking Strategy that pushes Analysis

Directions

• Focus on a type of thinking; the EVEN numbered examples represent one type of thinking; the ODD numbers represent another type of thinking. Don’t focus on the topic or the answer, that is not important.

Data Set1. The snow is melting so kids will be

jumping in puddles at recess.

2. Those people must be poor because their house is so run-down.

3. I did not finish my work so I think the teacher will make me finish it at recess.

4. My friend has an IPOD and an I Phone so her family must be rich.

Data Set

5. It’s been raining all weekend. I bet I will have to wear boots to school on Monday.

6. He stayed up all night studying for a test so he must be tired right now.

7. It will probably rain today because there are a lot of dark clouds.

8. He hides his glasses before every Math class so he does not have to do the math test. I think he does not like math.

Data Set – Testers – Keep to yourself

• Mom has dark circles under her eyes, she must be tired.• I didn’t do my homework so I will

probably get a detention tomorrow.• When Mrs. Jones is away, Robert

has a bad day. Robert likes it when Mrs. Jones is at school.• I yelled at the teacher so I think I will get in trouble when I get home.

Testers – Discuss with a partnerA. John runs 3 kilometres every day; he must really like running.B. Our volleyball team won the last 5

games, they must be pretty good volleyball players.

C. I never finished my reading. I’ll probably have to stay after school.

D. Maria studies hard for spelling tests; I bet she gets 100 percent again on the next text.

“Is it the meatloaf again?”

What is the main idea in this paragraph cartoon?