Sunday, March 17, 2013
Tish Cooper 10.1, 10.2
Lower-Order Thinking (Understanding, Recalling): Define and explain the three characteristics of effective modeling (pg. 331-332). Give an example of each.
High-Order Thinking (Creating): When using modeling to teach academic skills it is important to not only teach how to do a task but how to think about a task (cognitive modeling). Create an example, for your classroom, of how you might model the thinking process.
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Tish Cooper 10.1, 10.2
ReplyDeleteLower-Order Thinking (Understanding, Recalling): Define and explain the three characteristics of effective modeling (pg. 331-332). Give an example of each.
Characteristics of effective models include:
1. Competency in the behavior or skill. For example, learners want to model those they see doing well at something like a professional athlete.
2. Prestige and power. For example, on a more localized level with the presumed prestige of a head cheerleader or football player.
3. Behaviors relevant to learners’ own circumstances. For example, copying a popular classmates clothing with the thoughts that it may make the individual popular.
High-Order Thinking (Creating): When using modeling to teach academic skills it is important to not only teach how to do a task but how to think about a task (cognitive modeling). Create an example, for your classroom, of how you might model the thinking process
An example to use in my future classroom of cognitive modeling would include a “think aloud” in which I may demonstrate how to figure a math problem by telling students to “jump in my brain” and them verbalize my thought process and steps used in solving the problem. I would then tell students to “jump out of my brain” and go back over the process instructing them of the steps.
Tish,
I agree with the Bloom’s Taxonomy classification of your questions. With the first lower order thinking question, I had to have understanding and be able to recall information. With the second higher order question, I had to create an example based on my analysis of the information.
Q1:
ReplyDelete1. Effective models should be COMPETENT at the behavior or skill in question. For example, your high school basketball coach isn't just a huge NBA fan. The coach played college basketball and has attended coach seminars to better coach the team on skills.
2. Effective models should be PRESTIGIOUS and have POWER. A person with no credibility will lack the ability to serve as an effective model. For example, a prestigious model could be a teacher, principal, captain of a club, etc.
3. Most importantly, effective models exhibit behaviors relevant to learners' own circumstances. For example, an older sibling in high school can model positive or negative behaviors to their younger sibling in middle school.
This question accurately utilizes lower level thinking like knowledge and comprehension.
Q2: From my personal experience, my dad modeled organization throughout my life. Not only did I see how clean and organized he kept our home but he explained to me the importance of maintaining a clean and organized working space. He explained to me that you can be more efficient when you keep a neat space and are more likely to be mentally happy because of the orderliness. I could use this cognitive modeling in my classroom. By modeling physically and cognitively why staying organized in academics can make the students' lives easier and more manageable. They make school much more difficult when they can't locate a worksheet or are unprepared for an assignment because they forgot a paper at home. By explaining the implications, students will be more likely to intrinsically pick up on the modeling.
This accurately utilizes higher level thinking because we APPLY and EVALUATE a situation and create how we would use cognitive modeling on our own.