DEEPer LEARNING: Bloom’s Taxonomy Evaluate-Level Strategies

1. DEEPer LEARNING:Bloom’s Taxonomy Evaluate-Level Strategies Rebecca Stobaugh, Ph.D.

2. REBECCA STOBAUGH • Previous principal and teacher • Author of two books on critical thinking • Currently, Assistant Professor at Western Kentucky University Presenter

4. New wave of assessments

5. Learning Targets • Ways to assess thinking on the Evaluate level • Techniques for embedding Evaluate-level strategies into instruction and assessments • Technologies that support higher-level thinking

6. CHECKING Evaluate Level

7. Who’s telling the truth? • The evidence is presented on both sides. One witness testifies for her mother and persuasively argues that her ex-husband hit her mother, causing major health problems. Health experts explain that the medical condition is due to blunt force trauma. The ex-husband clarifies that the mother refused to leave his house and, after an argument, he hit the mother. Now, it is the jury’s responsibility to examine the facts.

8. Author/Source • / • Author’s level of expertise/credentials • Author biases or special interests/values • Chance of personal gain • First-hand witness

9. EVIDENCE • Significant evidence to support claims • Can evidence be interpreted differently?

10. Reliability of sources • Do other authorities agree? • Obtain more than 1 expert opinion to corroborate information. • Does the source leave out key information? • When was the publication published? • e

11. TASK • Identify proof for or against that this source is reliable.

14. Implementation • Emphasize this is a life survival skill. • Evaluate a variety of sources: songs, movies, quotes, book characters, websites.

15. Critiquing Decision-Making Strategy

16. TASK: What person has made the most impact on our world? • Identify the 3 criteria you think it is important to consider. • Brainstorm 3 possible people that meet the criteria. • Complete the chart ranking each individual.

17. Step 1: Identify the question, situation, or dilemma. • Brainstorm an open-ended question, real-world situation, or dilemma where multiple answers could be accepted if justified. • When possible, use real-world situations and connect with your students’ interests to increase your students’ motivation to complete the task.

18. Step 1: Identify the question, situation, or dilemma. • Question Example:What leader in our field of study has made the most impact on the world? • Situation Example:Hired as a NBA recruiter, you are to review the statistics of six prospects and select the one basketball player that you would recruit. • Dilemma Example: Working for a book company, you are to select one book that was first published 50 or more years ago but is not widely known and would be appealing to the young adult market today. Examine the literature options and prepare a persuasive presentation to convince the president of the company to select your book.

19. Step 2: Develop the criteria to evaluate the solution • Groups would brainstorm the criteria. • This might require research to determine the appropriate criteria to use for the evaluation. • Or, the teacher could identify the criteria.

20. Step 3: Brainstorm the possible alternatives • Based on research, groups then would identify between three to six options, hypotheses, or strategies that fit the criteria. • Option: Teacher can provide a list of the alternatives.

21. Step 4: Evaluate each choice • Groups then would identify how each alternative met the criteria. • Use a graphic organizer to support their thinking. • Students either record evidence they found to support that criteria or provide a numerical ranking. • Groups then holistically rank which option is the best.

22. Step 5: Ways to Assess • Graphic organizer • Class debate • Persuasive essay • Presentation arguing their top ranking • Other?

23. Options: • Teacher leading and supporting the students to complete each part, or students could complete it independently. • By using groups it is more student-centered with students learning to consider various viewpoints and other options.

24. What are the strengths of this strategy? • Process information at a high level • Might help them make better choices in their real life as they learn to make reasoned decisions

25. IMPLEMENTATION • How can you use this strategy in your class? • What could be a decision your students could make that would challenge your students to critically think while learning content?

26. Technologies • Spoof web sites: www.philb.com/fakesites.htm • Presentation technologies: Screencasting (Screener, Brainshark, Scribblar, Show Me, Educreation, Presentation Tube, Screen Cast-o-matic) • Polling technologies: Poll Daddy, Poll Everywhere, Survey Money • Ranking technologies: DecideAlready & Debategraph,

27. Learning Targets • Ways to assess thinking on the Evaluate level • Techniques for embedding Evaluate-level strategies into instruction and assessments • Technologies that support higher-level thinking

28. Dr. Rebecca Stobaugh Email: rebecca.stobaugh@wku.edu Training: Assessment, Critical Thinking Strategies, Technology Integration