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"Identifying and challenging assumptions," "Questioning credibility of sources," and "identifying what is relevant and irrelevant," are all examples of what skill?
"Finding unusual solutions," and "Making unique connections between seemingly unrelated things" are characteristics of what skill?
A hierarchy of thinking skills (as well as explanations of those skills). The skills, from most basic to most complex, are: knowledge(factual), comprehension, application, analysis, synthesis, and evaluation.
In Bloom's taxonomy, the skill associated with remembering, memorizing, and recalling.
In Bloom's taxonomy, the skill associated with describing and explaining, grasping the meaning of something, and interpretation.
In Bloom's taxonomy, the skill associated with problem solving, and applying information to produce results.
In Bloom's taxonomy, the skill associated with identifying motives, making inferences, comparing, and breaking something down into parts.
In Bloom's taxonomy, the skill associated with creation, recognizing patterns, and making predictions.
In Bloom's taxonomy, the skill associated with making value judgements and drawing conclusions.
In order to promote higher-level thinking, teachers should ask these types of questions.
In order to encourage students to keep trying, teachers should ask these types of questions.
A teaching strategy where creative thinking is highly encouraged, and criticism of ideas is forbidden.
The process of monitoring one's own learning. Understanding the reasons for learning something, and being able to develop a plan for that learning are characteristics of this skill.
This graphic organizer uses three columns: what we know, what we want to know, and what we learned.
This graphic organizer uses a branch for each major element in a story, and clumps of leaves to represent questions about those elements.
This graphic organizer shows actions and their expected consequences.
Drawing a conclusion based on one or more examples, or by identifying a pattern or trend. For example, "These ice cubes are cold, therefore all ice cubes are cold."
Applying an accepted rule in order to make a conclusion. For example "I know ice is cold, therefore ice cubes must also be cold." Applying a general rule to a specific case.
A form of deductive reasoning that uses the format: "All dogs are animals, Cocker Spaniels are dogs, therefore Cocker Spaniels are animals."
A form of deductive reasoning that uses the format: "If it's poker, it's a card game. Five card draw is poker, therefore it's also a card game."
predict, observe, explain
A three-step strategy for predicting what happen in a given situation. This is helpful for fostering higher-level thinking in students.
A five step process used by scientists to gather information about the world we live in. The steps are: 1. Define a problem 2. Research the topic 3. Form a hypothesis 4. Gather evidence 5. Draw conclusions.
The level of cognitive demand associated with test items. There are three general levels: high, moderate, and low (based on Webb's depth-of-knowledge levels).
According to Webb, the ability to recall, identify, or recognize facts and demonstrate simple skills relates to which level of complexity? (Example: Identify a prime number).
According to Webb, the ability to demonstrate comprehension and processing of information relates to which level of complexity? (Example: Summarizing a news article).
According to Webb, the ability to use abstract reasoning relates to which level of complexity? (Example: drawing a conclusion based on data from a science experiment).