The Reflective Student: A Taxonomy of Reflection Part 2 reflective student Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! At best, students can narrate what they did, but have trouble thinking abstractly about their learning - patterns, connections and progress. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. 1. See my Prezi tour of the Taxonomy 2. Each level of reflection is structured to parallel Bloom's taxonomy. taxonomy of reflection Bloom's Remembering: What did I do? Bloom's Understanding: What was important about what I did? Bloom's Application: When did I do this before? Bloom's Analysis: Do I see any patterns or relationships in what I did? Bloom's Evaluation: How well did I do? Bloom's Creation: What should I do next? Image credit: flickr/Daveybot Trackback URL
Paul-Elder Critical Thinking Framework — University of Louisville Ideas To Action Critical thinking is that mode of thinking – about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. (Paul and Elder, 2001). The Paul-Elder framework has three components: The elements of thought (reasoning)The intellectual standards that should be applied to the elements of reasoningThe intellectual traits associated with a cultivated critical thinker that result from the consistent and disciplined application of the intellectual standards to the elements of thought According to Paul and Elder (1997), there are two essential dimensions of thinking that students need to master in order to learn how to upgrade their thinking. Elements of Thought (reasoning) The "parts" or elements of thinking are as follows: Universal Intellectual Standards Clarity Could you elaborate? Could you illustrate what you mean? Could you give me an example?
The Critical Mind is A Questioning Mind Learning How to Ask Powerful, Probing Questions Introduction The key to powerful thinking is powerful questioning. When we ask the right questions, we succeed as a thinker, for questions are the force that powers our thinking. Thinking, at any point in time, can go off in thousands of different directions, some of which, by the way, are dead-ends. Questions define the agenda of our thinking. "By Their Questions Ye Shall Know Them" If there were a bible for critical thinking, "By their questions yea shall know them" would be a salient teaching within it. The Basic Building Blocks for Thinking: One Key To Powerful Questioning For example, one basic understanding essential to critical thinking is based on insight into the basic structures common to all thinking. The Elements of Thought The elements of thinking are as important to thinking as the elements of chemistry are to the composition of every substance. The Elements Enumerated Let us now consider these elements.
Home - Team-Based Learning Collaborative The Reflective Teacher: A Taxonomy of Reflection Part 3 reflective teacher Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Teachers are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. 1. See my Prezi Tour of the Taxonomy 3. Each level of reflection is structured to parallel Bloom's taxonomy. taxonomy of reflection Bloom's Remembering: What did I do? Bloom's Understanding: What was important about what I did? Bloom's Application: When did I do this before? Bloom's Analysis: Do I see any patterns or relationships in what I did? Bloom's Evaluation: How well did I do? Bloom's Creation: What should I do next? image credit: flickr/duane.schoon Tags: Bloom, Common Core, Critical thinking, Curriculum, Evaluation, Higher-order thinking, Innovation, Relationships, Relevance, Rigor Trackback URL
Concept-Based Curriculum and Instruction for the Thinking Classroom - H. Lynn Erickson - Google Books Three Categories of Questions: Crucial Distinction Many pseudo critical thinking approaches present all judgments as falling into two exclusive and exhaustive categories: fact and opinion. Actually, the kind of judgment most important to educated people and the kind we most want to foster falls into a third, very important, and now almost totally ignored category, that of reasoned judgment. A judge in a court of law is expected to engage in reasoned judgment; that is, the judge is expected not only to render a judgment, but also to base that judgment on sound, relevant evidence and valid legal reasoning. A judge is not expected to base his judgments on his subjective preferences, on his personal opinions, as such. Here's a somewhat different way to put this same point. Those with one right answer (factual questions fall into this category). Only the third kind of question is a matter of sheer opinion. When questions that require better or worse answers are treated as matters of opinion, pseudo critical thinking occurs.
40 Alternative Assessment Ideas for Learning When people think of assessment, pencils and bubble sheets may be the first things that come to mind. Assessment does not always have to involve paper and pencil, but can instead be a project, an observation, or a task that shows a student has learned the material. In the end, all we really want to know is that the skill was mastered, right? Why not make it fun and engaging for students as well? Many teachers shy away from alternative assessments because they take extra time and effort to create and to grade. On the other hand, once the assessment guidelines and grading rubric are created, it can be filed away and used year after year. The project card and rubric can be run on card stock (one on each side of the page), laminated, and hole punched with other alternative assessment ideas. Here are 40 alternative assessment ideas to get you started! Alternative Reading Assessments 1. Create a bookmark to match the theme of the last book read. 2. 3. 4. 5. 6. 7. 8. Alternative Writing Assessments
A Taxonomy of Reflection: A Model for Critical Thinking My approach to staff development (and teaching) borrows from the thinking of Donald Finkel who believed that teaching should be thought of as “providing experience, provoking reflection.” He goes on to write, … to reflectively experience is to make connections within the details of the work of the problem, to see it through the lens of abstraction or theory, to generate one’s own questions about it, to take more active and conscious control over understanding. ~ From Teaching With Your Mouth Shut Over the last few years I’ve led many teachers and administrators on classroom walkthroughs designed to foster a collegial conversation about teaching and learning. In an effort to help schools become more reflective learning environments, I’ve developed this “Taxonomy of Reflection.” – modeled on Bloom’s approach. 1. Take my Prezi tour of the Taxonomy A Taxonomy of Lower to Higher Order Reflection Assume an individual has just completed a task. Trackback URL
ch7think A History of Freedom of Thought Project Gutenberg's A History of Freedom of Thought, by John Bagnell Bury This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever.You may copy it, give it away or re-use it under the terms of the Project Gutenberg License includedwith this eBook or online at www.gutenberg.net Title: A History of Freedom of ThoughtAuthor: John Bagnell BuryRelease Date: January 11, 2004 [EBook #10684]Language: EnglishCharacter set encoding: UTF-8 Produced by Jeffrey Kraus-yao. Home University Library of Modern Knowledge No. 69 Editors: HERBERT FISHER, M.A., F.B.A. Copyright, 1913, by HENRY HOLT AND COMPANY IT is a common saying that thought is free. At present, in the most civilized countries, freedom of speech is taken as a matter of course and seems a perfectly simple thing. The average brain is naturally lazy and tends to take the line of least resistance. The repugnance due to mere mental laziness is increased by a positive feeling of fear.
Brown Bag Exams: A Creative Way to Assess Learning | Unlocking the Past: Reading, Writing, and History for Adolescents & Teens Denise Ousley-Exum, PhD developed the Brown Bag Exam to address the disconnect that she and her students were experiencing between instruction and assessment. She had strategies that engaged students in reading and writing and used instruction to connect the literature to students' lives. However, she lacked assessments that matched the activities students had enjoyed. She knew that the majority of students had gotten the reading, but that same majority of students were failing the test. Her tests showed what students didn't know, not what they had read, learned, or gained. About Brown Bag Exams A Brown Bag Exam uses found objects and images to help students activate prior knowledge and creates a framework for students to express their understanding. A typical Brown Bag Exam follows five steps: First, students open their bags, puzzle for a few seconds over the item(s), and then brainstorm a list of the connections they see among their Brown Bag item(s) and the reading. Back to Top Dr.
Metacognition Thinking about One’s Thinking | Putting Metacognition into Practice Thinking about One’s Thinking Metacognition is, put simply, thinking about one’s thinking. Initially studied for its development in young children (Baker & Brown, 1984; Flavell, 1985), researchers soon began to look at how experts display metacognitive thinking and how, then, these thought processes can be taught to novices to improve their learning (Hatano & Inagaki, 1986). Metacognitive practices increase students’ abilities to transfer or adapt their learning to new contexts and tasks (Bransford, Brown, & Cocking, p. 12; Palincsar & Brown, 1984; Scardamalia et al., 1984; Schoenfeld, 1983, 1985, 1991). Metacognitive practices help students become aware of their strengths and weaknesses as learners, writers, readers, test-takers, group members, etc. The absence of metacognition connects to the research by Dunning, Johnson, Ehrlinger, and Kruger on “Why People Fail to Recognize Their Own Incompetence” (2003). References
Accelerating Change The Nature of the Post-Industrial World Order The world is swiftly changing and with each day the pace quickens. The pressure to respond intensifies. New global realities are rapidly working their way into the deepest structures of our lives: economic, social, environmental realities — realities with profound implications for teaching and learning, for business and politics, for human rights and human conflicts. These realities are becoming increasingly complex; and they all turn on the powerful dynamic of accelerating change. This chapter explores the general character of these changes and the quality of thinking necessary for effectively adapting to them. Can we deal with incessant and accelerating change and complexity without revolutionizing our thinking? Consider, for a moment, even a simple feature of daily life: drinking water from the tap. Consider also the quiet revolution that is taking place in communications. We can no longer rely on the past to be the guide for the future.