Cognitive Levels of Teaching and Learning: An Introduction / Review

1. Cognitive Levels of Teaching and Learning: An Introduction / Review Dr. M. Susie Whittington The Ohio State University Supported through the Price Chair for Teaching, Advising and Learning, The Ohio State University

2. Cognitive Levels of Teaching and Learning: An Introduction / Review Overview of the day Session I – 8:45 – 10:15 Break Session II – 10:30-12:00

3. Overview of the Day! Session I – 8:45 - 10:15 Objectives To provide the background for this line of inquiry To share literature related to cognitive levels of teaching and learning To review Bloom’s Taxonomy as it relates to this research To explain the Florida Taxonomy of Cognitive Behavior To assess a professor’s cognitive level of discourse To write objectives at varying levels

4. Overview of the Day! Session II – 10:30-12:00 Objectives To acquaint you with cognition studies To review your assignments/tests To apply the results of cognition studies to your teaching

5. BEST TEACHING DAY EVER! • Write a “Four-Minute Description” • What are YOU doing? • What are YOU saying? • What are STUDENTS doing? • What are STUDENTS saying?

6. Objectives for Session I • To provide the background for this line of inquiry • To share literature related to cognitive levels of teaching and learning • To review Bloom’s Taxonomy as it relates to this research • To explain the Florida Taxonomy of Cognitive Behavior • To assess a professor’s cognitive level of discourse • To write objectives at varying levels

7. Background for Cognition Studies • How we started! 1987

8. Background for Cognition Studies • Where we are! 20 + 1000 + 72 + 4

9. Background for Cognition Studies • Literature stating the need • McKeachie - “We have fallen short in teaching our children to think”

10. Background for Cognition Studies • Literature stating the need • Joscelyn - “We know that students learn in college. But whether they learn to think is more controversial” • Hechinger - “We have discovered thinking skills and are trying to teach our students to do it”

11. Literature for Cognition Studies • Teaching students to think critically is the desired outcome of undergraduate education (Halpern, 1993). • The university is failing in the preparation of students (Tom, 1997). • Students are not being prepared sufficiently to think beyond the lower levels of cognition (Boyer, 1998).

12. Literature for Cognition Studies • Previous research • Fisher & Grant - “Discourse was at the lowest levels no matter the subject, or course level” • Pickford - “Assignments are written at the highest levels, but rewarded least” • Paul - “Nearly 80% of what we do in classrooms is at the lower cognitive levels”

13. A Framework for Engaging Learners at Higher Cognitive Levels • Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge

14. Cognitive Level Definition Activity Knowledge Recalling subject matter List, define, label, and match Comprehension Learners know information that has been communicated, but cannot apply in other situations Explain, rewrite, paraphrase, summarize, and give examples Application Learners apply information to different situations and learning tasks Compute, demonstrate, use, predict, discover, and solve Analysis Learners separate data into its component parts; these parts are differentiated and related based on their relationship Differentiate, discriminate, relate, diagram, and distinguish Synthesis Combines learned elements to create a new whole; working into pieces and elements, arranging so as to create new forms, patterns, or structures Create, compose, produce, and develop Evaluation Entails making judgment on the value of materials and methods for given purposes Justify, compare, contrast, evaluate, and interpret A Synopsis of Bloom’s Taxonomy McCormick & Whittington, 1998; Whittington & McCormick, 2000 (x) Note. McCormick, D. (1998). Adapted from Bloom et al., (1956).

15. Instrumentation • Assessing Thinking • Florida Taxonomy of Cognitive Behavior • Developed from Bloom’s framework • 6 minute intervals • 55 observable behaviors (x)

16. Assessing Professor Discourse • Dr. Terry Armstrong • The Florida Taxonomy of Cognitive Behavior (Webb, 1970)

17. Applying Your Learning • At what cognitive levels are you delivering classroom discourse?

18. Activity • Assessing Thinking • Florida Taxonomy of Cognitive Behavior handout • Synopsis handout • Index card

19. Cognitive Level of Classroom Discourse:Comparison by University

20. Assessing Professor Discourse • List behaviors identified on the FTCB

21. Applying Your Learning • List three techniques for modifying your cognitive level of discourse. • Writing course/class objectives at varying levels of cognition • Writing assignments/test items at varying levels of cognition • Adopting research-based techniques into class sessions

22. Writing Course/class Objectives:Syllabus Activity (x) • “The first step of preparing for a course is writing the objectives. Everything else for the course builds upon the objectives” (McKeachie, 2002) (x)

23. Figure 1 Comparison of Bloom’s Taxonomy and the Newcomb-Trefz Model

24. At the end of this lesson, students will be able to: • List the compartments of the ruminant digestive system • At what level of cognition are students being asked to perform? • Therefore, at what level of cognition am I teaching?

25. At the end of this lesson, students will be able to: • Explain the function of the ruminant digestive system if the reticulum malfunctions • At what level of cognition are students being asked to perform? • Therefore, at what level of cognition am I teaching?

26. Activity • Verb Handout • Objectives Handout

27. Writing a “list” objective, and teaching to that objective, then asking students to “explain” on a test (without providing the modeling) is “frustrating” NOT “rigorous”.

28. Cognitive Connect • In Session I we . . . • And in Session II we will . . .