Connecting Thinking to
Self Regulated Learning
And now … our expert on thinking.
RUBRIC - THINKING
AREAS
Level 1
Level 2
Level 3
Level 4
Bloom’s
Taxonomy
Inductive
Thinking
Don’t know it
Don’t apply it
Can list it &
maybe use it
Understand it
& play with it
Ditto & enact it
effectively
Don’t know it
Don’t apply it
Heard of it, not
sure if I use it
Understand it
& play with it
Ditto & enact it
effectively
Deductive
Thinking
Don’t know it
Don’t apply it
Heard of it, not
sure if I use it
Understand it
& play with it
Ditto & enact it
effectively
Making
Predictions
Don’t know it
Don’t apply it
Heard of it, not
sure if I use it
Understand it
& play with it
Ditto & enact it
effectively
Making
Inferences
Don’t know it
Don’t apply it
Heard of it, not
sure if I use it
Understand it
& play with it
Ditto & enact it
effectively
Critical
Thinking
Don’t know it
Don’t apply it
Heard of it, not
sure if I use it
Understand it
and enact it
Ditto and enact it
effectively
HOW WOULD YOU RANK THESE RE BORING TO LEARN
ASSESSMENT
BLOOM’S TAXONOMY
MULTIPLE INTELLIGENCE
BRAIN RESEARCH
INSTRUCTION
CURRICULUM
HOW WOULD YOU RANK THESE RE IMPORTANCE TO TEACHING
ASSESSMENT
BLOOM’S TAXONOMY
MULTIPLE INTELLIGENCE
BRAIN RESEARCH
INSTRUCTION
CURRICULUM
Rank these according to importance
in self regulated learning
ASSESSMENT
BLOOM’S TAXONOMY
MULTIPLE INTELLIGENCE
BRAIN RESEARCH
INSTRUCTION
CURRICULUM
FOR ME … BUT IT DOES NOT MEAN I’M RIGHT
… BUT NO ONE HAS PROVED ME WRONG
BLOOM’S
ASSESSMENT
BLOOM’S TAXONOMY
MULTIPLE INTELLIGENCE
BRAIN RESEARCH
INSTRUCTION
CURRICULUM
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-test
1. 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’s
5. At what grade should you start to teach Bloom’s
taxonomy?
Pre-test
1. What is meant by inductive thinking? What level of
thinking is inductive thinking?
2. Identify one instructional method that pushes inductive
thinking
3. 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 User
Orientation
Preparation
Mechanical (Implementation Dip)
Routine
Refined
Integrative
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
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–
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–
–
–
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 Set
1. 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 partner
A. 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.
What is the main idea in this paragraph cartoon?
“Is it the meatloaf again?”