We will not be
talking about
Honey in
today’s
presentation
1
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
Where Adult Education needs to go
Abstract / Symbolic / Analytical / Critical
This will be the
topic of today’s
presentation
Concrete
Simple
Complex
Cognitive complexity: From simple one step solutions to manipulation of multiple concurrent items
Understanding
Content and
Problem Solving
Difficulty.
Webinar 1 of 3:
Last revision done on 3/30/14
Associated narrative updated 3/30/14
Richard Gacka Ed.D.
PA ABE Professional Development System
Content Expert Grant
Teaching to the Test
This might help
in the short
term…but is it
really what
students need?
4
It’s “higher level thinking,” that lets you
understand what makes some problems and
content difficult.
And that is the topic of this presentation
5
Cognitive
Processes:
The Foundation
For Problem Solving
And all of that processing is
We
dependent
all think upon
in different
the degree
ways
toand
which
we all
ourprocess
base of
information
underlying at
mental
different
abilities
levels
ofhave
depth
been
andeffectively
complexity.
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
In most
casesway.
the abilities
work together as complex and
powerful
processes.
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.
It is common for multiple major clusters to work simultaneously
Visual
component
Listening
component
Writing
component
Memory
component
Attention
component
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.
Higher Order Thinking Involves Increasingly Sophisticated
Integration of Processes
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
All the while that the solution is taking place, planning, monitoring, evaluation,
impulse regulation, memory exchanges, and many other processes are active. .
If one or more processes are weak it can make the problem or task
more difficult or impossible to solve
Converting from one
measurement system to another
Holding items in
short term
memory
Recalling a
sequence of
steps
Proposing, and then
eliminating, possible
alternatives
Understanding the words and
vocabulary being used
Weighing alternative
responses
Sustaining focus, attention and motivation
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.
Examples of Complex Cognitive Abilities
Use
symbols
and codes
Recognize
cause and
effect
Establish
rules by
seeing
patterns
Deconstruct
from a
whole to its
parts
Imagine the
future
Manage and
police
cognitive
functioning
Sequence
objects,
ideas and
concepts
Construct
concepts
from partial
information
Hold
information
in working
memory
Let’s look at the minor
processes that allow us
to perform one
Use of the
receptive, Self
complex abilities:
expressive,
Assessment
and
and inner
Monitoring
language
(which is often called
Being
Executive Processing)
Recall
previous
facts and
experiences
Identify
similarities
and
differences
curious
about
“why” or
“what”
Understand
spatial
relationships
Attend,
focus and
persevere
Create new
knowledge
from old
Self assess
Selfand
assess
and
monitor
monitor
what
you
are doing
Awareness of why you are doing what
you are doing
Monitoring your position relative to the
goal
Knowing where you are in a process
Observing and adjusting your focus
Recalling what you just did
Assessing each action in terms of being
“right” or “wrong”
Developing and recalling the rules for
“right” and “wrong” as needed
Pacing your performance given the time
allotted
Selecting the right processes to use
The major
process that
enables us to
manage and
police our
cognitive
functioning,
Is often called
Executive
Functioning,
Let’s
It islook
madeatupanother
of
simultaneous
cluster
of skills that
activity in many
support
the capacity
cognitive areas.
for visual
recognition and
analysis
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
referred to as
decoding visual
symbols
Is often called
“Reading”
It is made up of
And what
the mental
simultaneous
processes
allow us
activityeach
of of
to “read”
many
othercoding
these
varying
sub-processes
systems?
Converting verbal directions or sounds
into written symbols
Recognizing left and right, up and down
Knowing the names for that specific
symbol system
Recalling rules or patterns
Perceiving small differences in symbols
Recognizing the same symbol in
different sizes and fonts
The Mental
Process:
Recognizing sequences of symbols
Decoding visual
symbols
Assigning meaning to a symbol
Often called
“Reading”
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
Filling in missing parts
Recognizing the meaning of colors or
special markings
Recalling things from short-term
memory
Some very important major types of cognitive processes
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
16
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 longterm 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.
You mentioned “higher level
thinking” several times, can you
give an example of lower-level
thinking?
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.
OK, now can you explain higher
level thinking a bit more?
• 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.
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.”
Understanding
Depth and
Complexity
There are two critical factors that are
important in understanding and solving
problems:
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.
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
The Two Dimensions of “Difficulty,” Depth and Complexity
Abstract / Symbolic
Concrete
Simple
Complex
Complexity can range from single step solutions to manipulation of multiple detailed items
Abstract / Symbolic / Analytical / Critical
High
A continuum of depth
The depth or type of thinking: Varies from Recognition to
Symbolic Projection
The First Dimension of “Difficulty,” Depth of Reasoning Required
Moderate
Low
Concrete/ Identification / Recall
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
The depth or type of thinking: Varies from Recognition to
Symbolic Projection
A continuum of depth
Overlaying Bloom’s Levels
Abstract / Symbolic / Analytical / Critical
Analysis: Breaking down material into
component parts so that it’s organization and
structure are understood
Synthesis: Putting parts together
Application” Use learned material in new and
concrete situations
Comprehension: Grasp the meaning of Material
Knowledge” Recall appropriate Information
Concrete/ Identification / Recall
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
The depth or type of thinking: Varies from Recognition to
Symbolic Projection
Overlaying Webb’s Levels
Abstract / Symbolic / Analytical / Critical
Level 4 (Extended Thinking)
Level 3 (Strategic Thinking)
Level 2 (Skill/Concept)
Level 1 (Recall)
Concrete/ Identification / Recall
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
The Second Dimension of “Difficulty,” Complexity of the Task
Simple
Moderate
Complex
A continuum of complexity
Simple
Complex
Cognitive complexity: From single step solutions to manipulation of multiple
concurrent items
Abstract / Symbolic / Analytical / Critical
Low to High Cognitive Demand
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
The Two Dimensions of “Difficulty,” Depth and Complexity
Simple to Complex Task
Concrete
Simple
Complex
Cognitive complexity: From single step solutions to manipulation of multiple concurrent items
The basic Depth/Complexity model
HOTS
HOTS
Simple
Complex
LOTS
Simple
LOTS
The different
types of thinking
required
Complex
The complexity of
the task and the
thinking required
An important step in solving a more
rigorous problem is figuring out
exactly what the problem is
.
Depth Forces
The depth of the
reasoning needed to
solve the problem
Complexity Forces
The amount of information,
required, extent of distractions,
familiarity of vocabulary, etc.
Who?
What?
When?
.
Where?
Why?
How?
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.
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.
Exploring areas of the
matrix:
Characteristics,
Implications for Testing,
Examples
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
Low level depth and simple content - Characteristics
Abstract / Symbolic / Analytical / Critical
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.
Point to
the symbol
for water
Concrete
Simple
Complex
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
Low level depth and simple content – Testing Considerations
Abstract / Symbolic
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.
Point, identify,
pick, repeat,
read, select
Concrete
Simple
Complex
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
Low level depth and simple content – Examples
Abstract / Symbolic / Analytical / Critical
•
•
•
•
•
•
•
•
•
•
•
•
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.”
Concrete
Simple
Complex
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
Moderate level depth and simple content - Characteristics
Abstract / Symbolic / Analytical / Critical
If x = 3 ft. how
many 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.”
Concrete
Simple
There may be an emphasis on using the information
to draw conclusions, complete a basic analysis, or
Complex
estimate future outcomes.
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Moderate level depth and simple content – Testing Considerations
The type of thinking: From Simple Recognition to Complex
Symbolic Projection
Abstract / Symbolic / Analytical / Critical
•
•
•
Why did?
What caused?
Explain why…
What might?
•
•
Concrete
Simple
•
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
Complex
“who” and “where” questioning
to “why did” and
“explain how” questioning.
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Moderate level depth and simple complexity– Examples
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
Examples of Moderate Depth, Low Complexity Thinking
Abstract / Symbolic / Analytical / Critical
•
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
Concrete
or selection of alternatives.
Simple
Complexand relationships
• Recognizing important characteristics
in people, places and things.
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Low level depth and complex content - Characteristics
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
• Problems and tasks involve lower level
Abstract / Symbolic
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
conceptsConcrete
quite difficult to understand.
Simple
What is the
atomic weight of
the heaviest metal
on the periodic
table?
Complex
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
• In terms
of testing,
tasks at
thiscomplex
level might
involve– Testing Considerations
Low
level depth
and
content
“solving” a problem requiring the discrimination of
multiple Abstract
fine visual
details,
or /conversions
from one
/ Symbolic
/ Analytical
Critical
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.
Concrete
Simple
Which is not…
You have 3 minutes
to …
Rank the 5 items
Complex
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Examples of Complex Low Order Thinking – LOT
Low level depth and complex content – Examples
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
• Understanding
an/ Symbolic
extensive ongoing conversation or
Abstract
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
Concrete
complianceSimple
with a given sequence and specified timing..
Complex
• Drawing a schematic based on actual measurement of a
real object.
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Moderate level depth and moderate complexity- Characteristics
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
• “Deeper” Abstract
and more
complex
reasoning
/ Symbolic
/ Analytical
/ Critical
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
How might the
information is not “given,” it is extracted
impact of Mr.
from information that is available.
Smith’s death
been different
• Higher-level reasoning requires
if…
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.
Concrete
• Individuals
are required to effectively use
Simple
Complex
multiple measurements or recording
Cognitive
complexity: From simple 1 step solutions to manipulation of multiple concurrent items
systems
.
Moderate level depth and moderate complexity: Testing considerations
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
Abstract
/ Symbolic
• 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
Explain the pros and cons of…
require testing of information for accuracy.
Simplify 2(x+4) + 3 )x-5) – 2y
What was the impact of
• Complex models, theories, and supporting
apartheid on …
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.
Concrete
• Information
will be nuanced.
Simple
Complex
• Assessment
might include knowledge of
associated theories that propose consequences
or potential
Cognitiveimpacts.
complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Moderate level depth and moderate complexity: Examples
•
•
•
•
•
•
•
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
•
Examples of Moderately High Level Reasoning and
Abstract / Symbolic
/ Analytical / Critical
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.
Concrete
Requires high
levels of intellectual curiosity and
Simple
Complex
perseverance.
Answers are often highly dependent or
learning from errors made.
Cognitive
complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Use of analogies and
metaphors.
Applying
The
Depth - Complexity
Matrix
Plot this question of the matrix below.
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
“Darnell, we just talked about the causes of the Civil War. Tell me two of those
causes.”
Abstract / Symbolic / Analytical / Critical
Concrete
Simple
Q1
Complex
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
If you make minimum wage (see table) and work an average of 27 hours
per week, how much will you earn in a year?
Abstract / Symbolic / Analytical / Critical
Concrete
Simple
Q2
Complex
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
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?
Abstract / Symbolic / Analytical / Critical
Concrete
Simple
Q3
Complex
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
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
A
points A and C.
2.5 mi.
C
The depth or type of thinking: Varies from
Recognition to Symbolic Projection
Abstract / Symbolic / Analytical / Critical
Concrete
Simple
Q4
B
Complex
Cognitive complexity: From simple 1 step solutions to manipulation of
multiple concurrent items
Implications
For
Adult Educators
A snapshot of the workforce
that was needed during the
1950’s
So, what’s the
problem?
Abstract / Symbolic
Concrete
Simple
Complex
A snapshot of the demands being
made on individuals entering the
workforce in 2014
Looks pretty technical
to me! (pun intended)
Abstract / Symbolic
Concrete
Simple
Complex
Now I see the pattern. The shift is up
and to the right. But what does that
mean for me?
Now
Then
Abstract / Symbolic
Abstract / Symbolic
Concrete
Simple
Concrete
Simple
Complex
Complex
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
What Adult Education has emphasized in the past
Abstract / Symbolic
Concrete
Simple
Complex
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
Where Adult Education needs to go
Abstract / Symbolic / Analytical / Critical
Concrete
Simple
Complex
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
Resources That
Are
Available For
Additional
Study
Types of Thinking Tasks
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Comparison – choice – ranking
Sequence – timeline – order
Whole to component parts and reverse, component parts to the whole
Lists of higher level
Similarities – Differences
thinking skills are
Rule Development – Pattern recognition and variations from
rules
and patterns
readily
available.
Cause to effect and consequence to cause
You can printlanguage,
out a list and
Understanding, coding, decoding and interchanging mathematical,
and in your lesson
and symbolic systems
try to
address
Making projections, assumptions and inferences basedplanning
on existing
information
Long term, short term, and working memory recall one or two of the skills
each day.
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
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 use
1. Download
2. Use daily to guide you lesson planning
Want something a bit less
complex?
How to use a skills list
1. 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-Inflicted
Factors 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.
Learning to Think,
Learning to Learn:
What The Science Of Thinking And
Learning Has To Offer Adult Education
Produced under a National Institute for Literacy
Literacy Leader Fellowship
Jennifer Cromley
Literacy Leader Fellow, 1998-99
http://literacynet.org/lincs/resources/cr
omley_report.pdf
http://www.aps.edu/rda/documents/resources/
Webbs_DOK_Guide.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 phrase
Apply a complex
formula
Defend a topic and
identifying
alternative
perspectives
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
Address
These 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 students
Encourage …. Perseverance
Nurture …. Curiosity
Model …. Simplification
Reward …. Effort
Question …. Until you know they “really” know
Ask …. “show me”
The depth or type of thinking: Varies from Recognition to Symbolic
Projection
Where Adult Education needs to go
Abstract / Symbolic / Analytical / Critical
Concrete
Simple
Complex
Cognitive complexity: From simple 1 step solutions to manipulation of multiple concurrent items
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 Expert
Director: PA PDS Facilitation and Consultant Grant
E-mail: ldconsultants@mac.com
Website: www.drgacka.com
Webinar Resource Folder:
https://www.dropbox.com/sh/znk8riv4hfcwny8/V2a_tF
5WBt
Wiggio Group: LD Toolbox: Send an e-mail to the e-mail
above and ask to join the group