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Higher-Level Thinking

Higher-Level Thinking. What is Higher-Level Thinking. Bloom’s Taxonomy Remember : Recognizing, Recalling Understand : Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining Apply : Executing, implementing Analyze : Differentiating, organizing, attributing

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Higher-Level Thinking

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  1. Higher-Level Thinking

  2. What is Higher-Level Thinking • Bloom’s Taxonomy • Remember: Recognizing, Recalling • Understand: Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining • Apply: Executing, implementing • Analyze: Differentiating, organizing, attributing • Evaluate: checking, critiquing • Create: generating, planning, producing

  3. Metacognition • Learners’ knowledge and beliefs regarding their own cognitive processes • Their attempts to regulate those cognitive processes to maximize learning and memory • How can we help them develop a realistic view?

  4. Identifying Important Information Taking Notes Retrieving Relevant Prior Knowledge Organizing Elaborating Summarizing How can we encourage these? Effective Study Strategies

  5. Transfer • Positive v. Negative • Facilitation v. inhibition • Specific v. General • Content overlap v. dissimilarity

  6. Factors affecting transfer • Amount of instructional time • Extent to which learning is meaningful • Principles rather than facts • Variety of examples and practice • Similarity • Length of time between • Context-free v. context-bound

  7. Better Encoding • How do we get students to remember things better? • Emphasize meaningful learning • Teach for transfer • Promote flexibility • Group discussion and projects • Authentic activities • Foster dispositions • Dual coding in presentation

  8. Problem Solving • Well-defined v. Ill-defined • Algorithms • Heuristics

  9. Factors affecting problem solving • Working memory capacity • Encoding • Depth and integration of relevant knowledge • Retrieval • Metacognitive processes

  10. Problem Solving • I – Identify problems and opportunities • D – Define goals and represent problem • E – Explore possible strategies • A – Anticipate outcomes and act • L – Look back and learn

  11. Creative Problem Solving • Incubation • Suspension of Judgment • Appropriate Climate • Analysis • Engaging Problems • Feedback on Process

  12. Teaching Problem Solving • Within the context of specific subject areas • Provide scaffolding • Focus on process • Vocalize, small groups, modeling, discussion

  13. Activity A bag of 30 marbles contains cats-eyes,blue, green, and white marbles. How many of each are there if: · The number of green is half the cats-eyes · There are more white than green · There are three times as many green as blue · There are twelve cats-eyes.

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