8.1 Define the term learning strategy and provide an example of a learning strategy that you have used in the past. (Remember, Understand, Apply)
8.2 Consider your grade level, or content area, and list 2 learning strategies that you can provide your students with for a particular topic (i.e. an acronym for the order of the planets), and explain how these strategies will be helpful to them. (Create)
Monday, March 11, 2013
QTC Chapter 8
Lower Order: Metacognition is the act of thinking about thinking. This act helps us to transfer information into storage in our minds. What do you think the relationship between metacognition and critical thinking is? Does one enhance the other?
Higher Order: List three activities and/or learning strategies (overt and covert) that you could use in the classroom to enhance metacognition through critical thinking.
Higher Order: List three activities and/or learning strategies (overt and covert) that you could use in the classroom to enhance metacognition through critical thinking.
8.1 & 8.2
QTC 8.1 Lower-Level Thinking (Knowledge - Define, Identify, List,)
List and briefly describe a couple of factors that affect strategy use.
QTC 8.2 Higher-Level Thinking (Analysis - Compare, Differentiate, Examine)
Transfer is the extent to which knowledge and skills acquired in one situation affect people's learning or performance in a subsequent situation. Compare the different types of transfer and describe an example of each.
List and briefly describe a couple of factors that affect strategy use.
QTC 8.2 Higher-Level Thinking (Analysis - Compare, Differentiate, Examine)
Transfer is the extent to which knowledge and skills acquired in one situation affect people's learning or performance in a subsequent situation. Compare the different types of transfer and describe an example of each.
Tyler's Chapter 8 QTC
Lower-level (remember and understand)
1.) What does it mean to be creative? What type(s) of thinking does it require?
Higher-level (create)
2.) Study the four types of critical thinking at the bottom of page 276. After doing this choose one of the types and create your own situation needing that form of critical thinking. After posing the situation explain why it fits into that type of critical thinking and explain the correct response to the situation.
1.) What does it mean to be creative? What type(s) of thinking does it require?
Higher-level (create)
2.) Study the four types of critical thinking at the bottom of page 276. After doing this choose one of the types and create your own situation needing that form of critical thinking. After posing the situation explain why it fits into that type of critical thinking and explain the correct response to the situation.
8.1 and 8.2
Lower-Level (Understand): Using your own words, explain what critical thinking is:
Analyze - Below is a model for critical thinking that can be found at the following website: http://www.thinkwatson.com/think-red/red-critical-thinking-model. Compare this model of critical thinking with the model described in the book on page 276. The book says that critical thinking can take four forms. These forms are verbal reasoning, argument analysis, probablistic reasoning, and hypothesis testing. How are the models alike and different? Do they express some of the same ideas differently? You may need to go to the website and learn more about the "Think Red" model in order to answer this question.
8.1 and 8.2
8.1) Identify convergent and divergent thinking and provide examples of how each work in the context of creativity.
8.2) In your subject area, what are some ways that you as a teacher would promote positive transfer in your classroom while minimizing instances of negative transfer?
8.2) In your subject area, what are some ways that you as a teacher would promote positive transfer in your classroom while minimizing instances of negative transfer?
8.1 and 8.2
8.1 Lower-Level
(Remembering: Define, List)
Define creativity and list three strategies for fostering creativity
8.2 Higher-Level Thinking
(Analyzing: Differentiate, Compare, Select; Evaluating: Support, Select, Justify)
Differentiate between convergent thinking and divergent thinking and choose which type of creative thinking is more beneficial to learning. Support your answer by providing an example of how each type of thinking can be used in problem solving processes. Using this example, justify why one type of creative thinking is more useful than the other to the learning process.
(Remembering: Define, List)
Define creativity and list three strategies for fostering creativity
8.2 Higher-Level Thinking
(Analyzing: Differentiate, Compare, Select; Evaluating: Support, Select, Justify)
Differentiate between convergent thinking and divergent thinking and choose which type of creative thinking is more beneficial to learning. Support your answer by providing an example of how each type of thinking can be used in problem solving processes. Using this example, justify why one type of creative thinking is more useful than the other to the learning process.
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