Critical+Thinking+Skills







@http://www.edutopia.org/blog/activity-speaks-improving-student-engagement-kendell-dorsey

increase student engagement

Depth of Knowledge

Using Direct Instruction The Direct-instruction Model favors the use of teacher explanations and modeling combined with student practice and feedback to teach thinking skills. Using this paradigm, this study incorporates e-learning during an 18-week experimental instruction period that includes 48 preservice teachers. The instructional design in this study emphasizes scaffolding, observational learning, mastery of critical-thinking skills, guided practices, cooperative learning, providing feedback, self-reflection, online discussions, and active participation in an online learning community. This study employs 2 critical-thinking tests, 2 inventories, and 1 open-ended reflection questionnaire; and students' scores on the pretest and posttest are compared via the Repeated Measure Analysis of Variance. The primary findings are as follows: (a) all participants preferred the instructional design in this study; (b) the experimental instruction effectively improved the preservice teachers' critical-thinking ability as well as their professional knowledge and personal teaching efficacy concerning critical-thinking instruction; (c) the mechanisms contributing to the effectiveness of the experimental instruction mainly included discussing and sharing, observational learning, self-reflection, guided practice, and the learning community.

Differentiation" is one of the dominant buzz words in the education field today. This is especially the case after NCLB (No Child Left Behind) was enacted almost a decade ago. But differentiation really began with Benjamin Bloom. He is the man who created Bloom’s Taxonomy. Bloom’s Taxonomy lists the [|stages of learning]. These stages are knowledge, comprehension, application, analysis, synthesis, and evaluation. Although student ability levels vary in range from knowledge to synthesis, lessons may not always provide for this diversity; therefore, we may unintentionally leave a child behind. In order to be sure that all students come along on the ride to excellence, instruction must be diversified. Several strategies are useful in incorporating different levels of instruction. One strategy is to provide students with centers or stations during independent/group learning. Teachers can set up several centers with activities that address different ability levels. For example, suppose the standard is learning how to count money up to $5.00. The knowledge-based center could contain money manipulatives and flash cards with money on them. The students would have to choose a flash card and show the money on the card using the manipulatives. The evaluation center would address the same standard, but at a higher level. In this center, students could have a multi-step word problem in which they must use logic and make a judgment about whether the correct change was given. Another strategy is using [|tiered assignments]. Tiered assignments include guided and independent practice that is leveled from below level to high/gifted. Students are assigned or allowed to choose independent work on their level with the goal of mastering the objective or providing rigor for those that have mastered it. Lastly, grouping and questioning should be used to meet the needs of all learners using the principles of Bloom’s Taxonomy. Students are commonly grouped for reading (and sometimes math), according to pre-assessments, post-assessments, class performance, etc. . . Students with similar ability levels are then grouped together. This allows the teacher to pull a small group and focus his or her questions on a particular skill. Bloom’s Taxonomy is extremely useful in differentiating instruction. Classrooms are full of diverse learners. Instruction must provide for that diversity. Here are some great lesson plans that show how to apply this tool.

Lesson Plans Using Bloom's Taxonomy:
Exploring Bloom’s Taxonomy through Eric Carle Students work in groups to create a collage based on one of the levels of Bloom’ Taxonomy. Students are grouped according to the book that they choose. The teacher works with each group to create collages on the book’s story elements. Each element is assigned a level of Bloom’s and structured/leveled according. For example, students depict a character from the story. Draw Me a Mammal! In this wonderful lesson, questioning is used to differentiate. The teacher reads a book about mammals to the class. Following the story, students respond to questions on each level of Bloom’s Taxonomy. Then, each student creates an illustration based on the story that includes various art elements. Colonial Regions: New England, Middle, and Southern This lesson utilizes tiered assignments to provide work on three levels. Students learn about the thirteen colonies. Each student views a video. They are grouped according to skill level and given an activity sheet. Sensational Subtraction Centers This innovative lesson outlines how five activities are used to differentiate subtraction instruction during independent practice. Students circulate through the room through five stations. Each station can be easily modified to adapt to the needs of students. This lesson comes with all of the activity sheets for each center.