Understanding Cognition

Transcription

1 Understanding Cognition Concrete Knowledge Abstract Knowledge Evaluate Analyze Apply Understand Remember Page 1

2 Understanding Cognition LEVEL Remembering Understanding Applying Analyzing Evaluating Creating DESCRIPTION / PROCESS can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write. Page 2

3 Lower Order Thinking Skills Level Symbol Description Key Words Remember Understand RE UN Recall previous learned information. Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states. comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates. Apply AP Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place. applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses. Analyze AN Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. Higher Order Thinking Skills Evaluate EV CR Make judgments about the value of ideas or materials. Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports. categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. Page 3

4 Questions On the Cognitive Dimension Lower Order Thinking Questions Level Remember Understand Apply Questions What is...? How is...? Where is...? When did happen? How did happen? How would you explain...? Why did...? How would you describe...? When did...? Can you recall...? How would you show...? Can you select...? Who were the main...? Can you list three...? Which one...? Who was...? How would you classify the type of...? How would you compare...? Contrast...? Will you state or interpret in your own words...? Can you explain what is happening...? What is meant by...? What can you say about...? Which is the best answer...? How would you summarize...? How would you use...? What examples can you find to...? How would you solve using what you have learned...? How would you organize to show...? How would you show your understanding of...? What approach would you use to...? How would you apply what you learned to develop...? What facts would you select to show...? What questions would you ask in an interview with...? Analyze How would you use...? What examples can you find to...? How would you solve using what you have learned...? How would you organize to show...? How would you show your understanding of...? What approach would you use to...? How would you apply what you learned to develop...? hat other way would you plan to...? What would result if...? Can you make use of the facts to...? What questions would you ask in an interview with...? Higher Order Thinking Questions Evaluate How would you prove...? disprove...? Can you assess the value or importance of...? Would it be better if...? Why did they (the character) choose...? What would you recommend...? How would you rate the...? What would you cite to defend the actions...? How would you evaluate...? How could you determine...? What changes would you make to solve...? How would you improve...? hat would happen if...? Can you elaborate on the reason...? Can you propose an alternative...? Can you invent...? How would you adapt to create a different...? How could you change (modify) the plot (plan)...? What could be done to minimize (maximize)...? What way would you design...? Page 4

5 Building Knowledge Evaluate Evaluate Analyze Analyze Analyze Apply Apply Apply Apply Concrete Knowledge Abstract Knowledge Understand Understand Understand Understand Understand Remember Remember Remember Remember Remember Remember Page 5

6 The Problem With Looking Just At the Verbs #1: Identify World War I. #2: Identify the causes of World War I. #3: Identify the causes of World War I and how they relate to the October Revolution in Russia. #4: Identify the causes of World War I as explained in Woodrow Wilson s Address to Congress. Remember Understand Apply Analyze Evaluate #1 #2 #3 #4 Page 6

7 Planning Template - Bloom s Icons Blooms Connections Blooms Connections Blooms Connections Blooms Connections Blooms Connections Blooms Connections Page 7