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Cognitive Levels of Teaching and Learning: An Introduction Review

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A Synopsis of Bloom's Taxonomy. McCormick & Whittington, 1998; Whittington & McCormick, 2000 (x) ... Synopsis handout. Index card. 19. Cognitive Level of ... – PowerPoint PPT presentation

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Title: 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 845 1015
  • Break
  • Session II 1030-1200

3
Overview of the Day!
  • Session I 845 - 1015
  • Objectives
  • To provide the background for this line of
    inquiry
  • To share literature related to cognitive levels
    of teaching and learning
  • To review Blooms Taxonomy as it relates to this
    research
  • To explain the Florida Taxonomy of Cognitive
    Behavior
  • To assess a professors cognitive level of
    discourse
  • To write objectives at varying levels

4
Overview of the Day!
  • Session II 1030-1200
  • 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 Blooms Taxonomy as it relates to this
    research
  • To explain the Florida Taxonomy of Cognitive
    Behavior
  • To assess a professors 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
  • Blooms Taxonomy

Evaluation Synthesis Analysis Application Comprehe
nsion Knowledge
14
A Synopsis of Blooms 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 Blooms 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 Blooms 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 . . .
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