Model of Instructional

8/18/2019 Model of Instructional

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COGNITIVE PERSPECTIVE

The cognitive perspective is concerned with understanding mental processes such

as memory, perception, thinking, and problem solving, and how they may be related

to behavior.

VIEW OF LEARNING

Knowledge is actively constructed, learning is presented as a process of active

discovery. The role of the instructor is not to drill knowledge into students through

consistent repetition, or to goad them into learning through carefully employed

rewards and punishments. Rather, the role of the teacher is to facilitate discovery by

providing the necessary resources and by guiding learners as they attempt to

assimilate new knowledge to old and to modify the old to accommodate the new.

Teachers must thus take into account the knowledge that the learner currently

possesses when deciding how to construct the curriculum and to present, sequence,

and structure new material.

BEHAVIORIST VIEW OF LEARNING

Behaviorism (also called the behaviorist approach was the primary paradigm in

psychology between !"#$ to !"%$ and is based on a number of underlying

assumptions regarding methodology and behavioral analysis&

'sychology should be seen as a science. Theories need to be supported by

empirical data obtained through careful and controlled observation and

measurement of behavior.


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Behaviorism is primarily concerned with observable behavior, as opposed to

internal events like thinking and emotion. bservable (i.e. e)ternal behavior

can be ob*ectively and scientifically measured. +nternal events, such as

thinking should be e)plained through behavioral terms (or eliminated

altogether.

'eople have no free will a person-s environment determines their behavior.

There is little difference between the learning that takes place in humans and

that in other animals. Therefore, research can be carried out on animals as

well as humans.

Behavior is the result of stimulus response (i.e. all behavior, no matter how

comple), can be reduced to a simple stimulus response association

ll behavior is learnt from the environment. /e learn new behavior through

classical or operant conditioning.

COGNITIVE VIEWS OF LEARNING

0ognitive theory is an approach to psychology that attempts to e)plain human

behavior by understanding the thought processes. The assumption is that in

humans, thoughts are the primary determinants of emotions and behavior.

0ognitive learning is the refining of knowledge by adding new information to prior

knowledge. rgani1ed cluster of knowledge about a particular topic. n associative

structure that stores knowledge organi1ed around a particular topic, concept, ob*ect,

event, or situation.

0ognitive 2earning Theory is a broad theory that e)plains thinking and differing

mental processes and how they are influenced by internal and e)ternal factors in


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order to produce learning in individuals. /hen cognitive processes are working

normally then acquisition and storage of knowledge works well, but when these

cognitive processes are ineffective, learning delays and difficulties can be seen.

These cognitive processes are& observing, categori1ing, and forming generali1ations

about our environment. disruption in these natural cognitive processes can cause

behavioral problems in individuals and the key to treating these problems lies in

changing the disrupted process. 3or e)ample, a person with an eating disorder

genuinely believes that they are e)tremely overweight. 4ome of this is due to a

cognitive disruption in which their perception of their own weight is skewed.

therapist will try to change their constant pattern of thinking that they are overweight

in order to decrease the unhealthy behaviors that are a result of it.

DIFFERENCES BETWEEN BEHAVIORAL THEORYAND COGNITIVE THEORY IN LEARNING

Both B. 3. 4kinner and lbert Bandura believed behavior is the result of what is

learned from e)perience (0orey, #$$". /hereas 4kinner believed environmental

influences control people, Bandura believed people are goal5oriented and have

specific intentions and purposes. 6e believed the basis for learning is observing

others. Traditional behavioral theory is based on the concepts of classical and

operant conditioning and that learning produces behavior (0orey,

#$$". +nappropriate or abnormal behavior results when learning is based on

maladapted learning, or learning as a result of maladaptive reactions.


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0ognitive theory (0T claims faulty and maladaptive thinking causes psychological

disturbances (0orey, #$$". +f the thinking can be corrected, so can the resultant

disturbance. 0ognitive processes determine how people emotionally e)perience and

react to their environment. /ard (#$!! wrote that 7llis believed individuals 8have a

tendency towards becoming aware of (their irrationality and working steadily

towards rationality8 (p. !$9. +n cognitive therapy, clients learn new and more

effective ways of thinking (0orey, #$$".

0ognitive theory takes into consideration the client:s early childhood history but

believes behaviors continue to be reinforced throughout the lifespan because of

patterned thought processes. +n therapy, clients e)plore maladaptive thoughts and

learn to replace them with new rational and appropriate thinking (0orey, #$$". The

primary difference between these two theories is the emphasis on overt behavior in

behavioral theory and in cognitive theory, the focus is on cognition or individual

thought processes (0orey, #$$".

Behavioral learning theorists believe that learning has occurred when you can see

changes in behavior. The behavioral learning model learning is the result of

conditioning. The basis of conditioning is that a reward following a desirable

response acts as a reinforcer and increases the likelihood that the desirable

response will be repeated. Reinforcement is the core of the behaviorist approach.

0ontinuous reinforcement in every instance of desirable behavior is useful when a

behavior is being introduced. nce a desired behavior is established, intermittent

reinforcement maintains the behavior. Behaviorist theory approaches are frequently

used in weight loss, smoking cessation, assertiveness training, and an)iety5reduction

programs. The importance of regularly and consistently rewarding desired behavior

immediately and not rewarding undesirable behavior is crucial to the success of a


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behaviorist approach to learning. 2earning is broken down into small steps so that

the person can be successful. The nurse provides reinforcement at each step of the

process

0ognitive learning theorists believe that learning is an internal process in which

information is integrated or internali1ed into one-s cognitive or intellectual structure.

2earning occurs through internal processing of information. 3rom the cognitive

viewpoint, how new information is presented is important. +n the first, or cognitive

phase of learning, the patient learns the overall picture of what the task is and the

sequences involved. +n the second, or fi)ation learning phase, the learner begins to

gain skill in performing the task. /hether a physical task is learned as a whole or

part by part depends on its comple)ity.

TEACHING STRATEGIES


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Teaching strategies refer to methods used to help students learn the desired course

contents and be able to develop achievable goals in the future. Teaching

strategies identify the different available learning methods to enable them to develop

the right strategy to deal with the target group identified.

! TEACHER KNOWLEDGE, ENTHUSIASM AND RESPONSIBILITY

FOR LEARNING

The creation of a classroom that reflects the teacher:s knowledge, enthusiasm

and the responsibility for creating a learning environment that will effectively nurture

the student-s desire to learn and to accept the challenges of thinking and inquiring

into all that is offered by the teacher. To create this environment, the teacher must be

prepared to challenge the pre*udices of an education system that still reflects.

Teachers need to ad*ust their thinking about the nature of teaching; the classroom

environment should mirror the teacher:s reflective practices that would be central to

the learning environment. There are many theories about reflective practice and

thinkers like Baird (!""!,


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shared; students and teachers all become learners, discovering the world of the

sub*ect. The teacher that is willing to share his knowledge unconditionally will be

stepping towards the effective classroom. The passion that a teacher has for his

sub*ect will be creating a world that moves beyond the ritual of classroom activities.

Teacher is the guardian for learning in the classroom environment. +f the teacher

goes in unprepared, unwilling to share, unfocussed on the process of developing a

conte)t that will encourage and stimulate an interest and a thirst for further

knowledge then that teaching is shirking the responsibility of being a teacher.

Teaching is far more than simply transferring information, it is the engaging of minds

to seek out answers. 4trong, silver and Robinson (!""% put forward the acronym

40R7 to suggest a model of student engagement. This model should be applied to

teachers first&

4& The 4uccess of mastery of the sub*ect that you teach.

0& The 0uriosity that every teacher should have entrenched in their teaching.

teacher who is not curious has lost a critical portion of the passion for learning.

& riginality a teacher who is passionate about the teaching process will be

creative; will be constantly seeking new ways of engaging and challenging students.

R& Relationships are central to the effective classroom and teachers are crucial in the

nurturing of opportunities for students to engage with sub*ects that at senior levels

can lead to a life5long interaction with the sub*ect.

7& To maintain this process the teacher needs 7nergy. This a something that schools

do not always provide, and teachers in general need the time to reflect; to re5

energise and to regenerate their focus on the learning process.


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2) CLASSROOM ACTIVITIES THAT ENCOURAGE LEARNING

+n many classrooms this is the key factor that supports an effective learning

environment. +t answers the question posed by 4mith earlier in this paper as to what

do effective teachers do in the classroom.

The fact that a teacher may be successful in one year does not necessarily mean

that success will be continued in the ne)t year. The teaching environment may be

the same but the attitudes that each cohort brings to a classroom will always

influence the outcome. teacher must be able to identify the ebbs and flows of each

class and work with the students to create the learning environment. Teachers need

to be prepared to test what is going on in the class, for e)ample, through feedback

questionnaires on what they doing. +n reflecting on this feedback and on the

classroom activity of a year, a teacher could identify specific e)ercises and

techniques that engaged the students. +t takes patience and persistence to have the

classes work cooperatively, to carry out independent research, and to report back to

small groups and to the whole class the goal is that through the teacher-s

endeavours, the learning will become the student-s own learning. The activities need

to be part of their learning regime and not something that is imposed. This is an area

that requires planning, reflection and preparation. This is clearly a central issue in

this aspect of the learning environment& it is a very self5conscious action on the part

of the teacher. The activities that are used in the class to engage the students must

be reviewed, revisited and refocused so that they are constantly drawing the

students into an effective interaction with the sub*ect. 7ffective Teaching is not a

passive action.


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3) ASSESSMENT ACTIVITIES THAT ENCOURAGE LEARNING

THROUGH EXPERIENCE

The process of learning and the creation of an effective learning environment.

The effective teacher has to be aware of the debate surrounding assessment and

has to be able to cope with the interplay of summative and formative tasks.

Regardless of the educational structure, the effective teacher will use assessment as

part of the learning environment rather than as a separate entity.

4) EFFECTIVE FEEDBACK THAT ESTABLISHES THE LEARNING

PROCESSES IN THE CLASSROOM

The effective classroom is one were the students actively seek feedback as they

will know that their own learning will become part of the feedback process. The

nature of interplay of learning and teaching in the activities of the effective classroom

adds to the value of the feedback in such an environment. lton 2ee (#$$A

highlights the value of feedback but warns that too much can be as detrimental as

too little. This then provides another key aspect of the effective teacher. 3eedback

that is appropriate and meaningful to the learner will be a central part of the effective

learning environment.

+n a further step the feedback that a teacher gets from the students is essential to

the creation of a learning environment. The more feedback that a teacher can obtain

from students, and the more the teacher can act on that feedback, the better the

learning environment will be that is created.

5) EFFECTIVE INTERACTION BETWEEN THE TEACHER AND THE

STUDENTS, CREATING AN ENVIRONMENT THAT RESPECTS,

ENCOURAGES AND STIMULATES LEARNING THROUGH

EXPERIENCE


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The effective teacher will be one who engages with the students in the class in a

way that highlights mutual respect and an acknowledgement of the learning process

that is in place. 7isner:s suggestion that teaching is a caring e)ercise is very much

part of the effective learning process. 2earning is an emotional e)ercise. 4tudents

will engage in something that appeals to them emotionally. The teacher who brings a

sense of personal involvement to the classroom, who wants to share the knowledge

with the members of the class, who is prepared to show that heshe is also a part of

the learning cycle, will be setting up a relationship which will encourage a good

learning environment. /olk (#$$! highlights this by emphasising that teachers ?who

are passionate about learning ... create an infectious classroom environment- (p.%".

The effective environment will allow students the time to learn. This is something that

is mentioned frequently in the literature. This last factor is essential in creating an

ethos of learning that will allow students to feel comfortable in the classroom. The

working environment that is generated by the interaction and the enthusiasm of the

teacher will remove the stigma of ?working- and turn the learning process into

something that is rewarding and therefore to strive towards. +n effect, the creation of

an effective learning environment would generate a positive learning atmosphere

throughout a school.

TEACHING MODELS

DEFINITION


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There are several definitions of Teaching models given by different educationalist.

227C C< RDC (!"9"; >odeling is an individual demonstrating particular

pattern which the trainee through imitation.

B.K.'44+ 2.0.4+CE6 C< odel of

teaching is a plan that can also be utili1ed to shape courses of studies, to design

instructional material and to guide instruction.

FD07 C< /7+2 (!"G#; Teaching of model is a pattern or plan, which can be a

curriculum or courses to select instructional materials and to guide a teachers

actions

Celson 2 Bossing (!"G$, p.G# HTeaching models is pattern or plan, which can be

used to shape a curriculum or course, to select instructional materials and to guide a

teacher-s actionI. H+t consist guidelines for designing educational activities and

environment. +t specifies was teaching and learning that are intended to achieving

certain kind of goalsI.

ccording to >orse, H>odels are prescriptive teaching strategies designed to

accomplish particular instructional goalsI. The prescriptive also can be used as

guides for curriculum design or for choosing and constructing instructional materials

and used during teacher do planning, implementing and assessment stages of

instruction.

ccording to 3iburt 6ighet, H+t is a set of inter5related components arranged in a

sequence which provide guidance to reali1e specific goals.

NATURE OF MODELS OF TEACHING:


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J 'rescriptive strategies to guide planning and instruction

J 4upported by research based5evidence

J


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J 'romotes student awareness of how they will be taught and what changes are

necessary.

TEACHER BENEFITS

J +mproves the quality of instruction.

J 4ystematic approach to planning for instruction.

J 3acilitates awareness about students- learning needs.

J ssess impact of instruction.

J ffers alternative ways of representing contentskills.

J


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0ognition is more than *ust learning information. +nstead, it:s the ability to think about

new information, process it and speak about it. +n addition, cognition involves the

application of this new information to other, previously acquired information.

s children mature, for e)ample, they develop the ability to think on higher levels and

critical thinking. They can process information more skillfully and make connections

to other information more easily. +n other words, their thinking skills get progressively

better.

0hildren should be able to improve their ability to focus, to remember

information and think more critically as they age. 0ognitive skills allow children to

understand the relationships between ideas, to grasp the process of cause and

effect and to improve their analytical skills.

ll in all, cognitive skill development not only can benefit the child in the classroom

but outside of class as well.

ESSENTIAL TEACHING SKILLS

Teaching skills can be defined as discrete and coherent activities by teachers

which foster pupils learning. +t is difficult when thinking about essential teaching skills


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Essential

Teachi

ngSkills

Communicat

ion

Organization

InstructionalAlignment

Focus

FeedbackMonitoring

Review

And

Closure

uestioning

Teacher

characteristics

to pinpoint e)actly what we can be doing in the classroom to improve this area. ne

of the ma*or problems in trying to identify a list of essential teaching skills is that

teaching skills vary from very broad and general skills, such as the planning of

lessons, to very specific skills, such as the appropriate length of time to wait for a

pupils to answer a question in a particular type of situation.

verall, in considering teaching skills, it seems to be most useful to focus on

fairly broad and general skills which are meaningful to teachers and relate to how

they think about their teaching. >ore specific skills can then be discussed as and

when they help illustrate and illuminate how these general skills operate.

Cevertheless, given the nature of teaching, it is clear that whatever set of general

skills is chosen to focus on, the overlap and interplay between them will be marked,

and a good case can always be made by others for focusing on a different set.

There are " teaching skills were identified by


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Caring

! teachers" abilities to em#hathize with and invest in the

#rotection and develo#ment o$ %oung #eo#le&

'ositive e(#ectations

! Teachers make about the $uture behavior) academic

achievement) or attitudes o$ their students&

! Emotional su##ort * more e%e contact and smiles

! Teacher e+ort and demand * clearer and more through

e(#lanation

! uestioning * call on more o$ten

! Feedback and evaluation * more #raise, less criticism

Teaching E-cac%

! teachers" belie$s in their abilities to organize and

e(ecute courses o$ action necessar% to bring about

desired results .Tschannen/Moran) 0ool$olk/1o%) 2

1o%) 34456Modeling

! ke% element o$ social cognitive theor%) which

7e(amines the #rocesses involved as #eo#le learn

observing others and graduall% ac8uire control over

their own behavior&

certain time5tested attributes, characteristics, and practices which contribute

immensely to teacher success. There are four teacher characteristics&

20 COMMUNICATIONS


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'recise Terminolog%

Teachers de9ne ideas clearl% and answers tostudents: 8uestions

Connected discourse

1ow teacher connect their lesson to a #oint&

Transition signals

;erbal statement that communicates that oneidea is ending and another is beginning&

Em#hasis

The importance of teachers; ability to communicate clearly is intuitively

sensible, and research documents a strong link between communication and

students achievement as well as students satisfaction with instruction. 0lear

communication can be classified into four elements&

30 ORGANI1ATION

Alerts students to im#ortant in$ormation in alesson and can occur through vocal andverbal behavior or re#itition&


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rgani1ing a classroom can be a daunting task. 7ffective teachers approach

organi1ation with a distinct plan focusing on increased student performance.

3ollowing are some considerations that help when preparing for classroom

management and organi1ation.

• T#.& M"!&.&"$: Keep a calendar and a to5do list. 4et goals for yourself,

prioriti1e your tasks, and learn shortcuts from veteran teachers. Be prepared for

lessons, surprises, and for the needs of your students.

• M$&-#': rgani1e everything. 0reate files for yourself and use them.

ake decisions regarding the view from the windows, wall decorations, and

posted information that will either detract from or enhance student concentration.

Remember that the lighting, temperature, and scent of the classroom also affect

student learning.

• S$&"$ B&*%#-: Things to consider as you set up your e)pectations for

student behavior are& classroom rules, procedures, routines, and creating a work5

oriented atmosphere of respect.

40 INSTRUCTIONAL ALIGNMENT


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+nstructional alignment is ensuring your learning ob*ectives, the assessments of

those learning ob*ectives, and the instructional strategies are aligned. +t also refers to

the match between ob*ectives and learning activities. +nstructional alignment is more

sophisticated and subtle than it appears.

50 FEEDBACK

Eiving effective feedback can build a students- confidence, transform their

understanding and motivation and also help them develop key critical skills.

3eedback, especially when linked to formative assessment, tutorials or seminars

should focus on looking forward and on how to enhance learning. The following

well5known acronym, 0RB4, gives a good structure for feedback&

Clear& know what you want to say and say it (or write it clearly and concisely.


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Muestioning skills are essential to good teaching. Teachers often use questions to

ensure that students are attentive and engaged, and to assess students-

understanding. /hat is important to note is that in addition to the intent of the

question, the question itself matters. 3or instance, to ensure that students are

attentive, a teacher could ask the students Hre you listeningNI To assess if the

students have understood, the teacher could ask H


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F r e q u e n c y ! onitoring is a classroom management technique loosely defined as listening to

the learners for their accuracy and fluency, or checking to see whether activities are

going to plan and that the learners are :on task:. 6owever, monitoring is often carried

out as a vague listening and looking e)ercise by the teacher, and sometimes not

done at all, whereas in fact effective monitoring is a skill that needs to be developed

if learners are to benefit fully from activities, particularly those of the information gap


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and group interactive types. >onitoring goes on all the time, but particularly during

speaking activities when the teacher is concerned with the general assessment of

learners: performance in relation to general progress or recent language and skills

development. >onitoring of individual learners takes place during written practice

e)ercises, when the aim is to point out errors and encourage self5correction. Euided

practice activities, particularly of the pair work format, are monitored for accuracy,

while less guided group work activities are monitored for task achievement and

fluency. >onitoring may be general or multipurpose, focusing on one or more of the

following aims.

90 REVIEW AND CLOSURE

Review summari1es previous work and forms a link between what has been

learned and what is coming. 0losure is a form of review that occurs at the end of a

lesson. n effective 80losure8 activity at the end of each class period can help with

that ob*ective, creating what psychologists call the Regency Effect , otherwise known

as a last impression. +deally, closure activities create powerful learning effects at the

tail5end of the class, something that will reverberate for hours after the lesson is over,

something a little sticky.

The defining element of the closure activity is that which your students will soon

come to reali1e& class isn-t over until it has taken place. The bonus added5value

factor, of course, is this& as they come to reali1e that the closure activity is an

essential part of the overall lesson, your students are more likely to think twice

before leaving earlyO


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0losure activities also help define both your teaching agenda and the intended

learning progression, weaving today:s lesson with yesterday:s while providing a look

ahead at what tomorrow:s will bring. s a deliberate part of your planning process,

these activities summari1e the current lesson, provide it conte)t, and build

anticipation for the ne)t. 'roperly implemented, they will help you establish and

maintain course momentum.

CREATING PRODUCTIVE LEARNING ENVIRONMENTS

lthough the establishment of a productive classroom environment is a

difficult and complicated task, it certainly is not an impossible one. Become

thoroughly familiar with the content of the courses you teach. +f you don-t know the

material you are supposed to cover, then your instruction will lack authority.

4econdary students are quick to spot teachers who do not have a good command of

content and they are *ustified in having no patience with such teachers.

Muickly get to know your students. /hen you are familiar with your students,

you will be better able to establish the kind of rapport with them that you need in

order to be a better teacher. 4uccessful teachers have a sound working knowledge

of adolescent behavior in general and of their own students in particular.


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DEFINITION

0ritical thinking is the intellectually disciplined process of actively and skillfully

conceptuali1ing, applying, analy1ing, synthesi1ing, andor evaluating information

gathered from, or generated by, observation, e)perience, reflection, reasoning, or

communication, as a guide to belief and action. ccording statement written in !"@G

by >ichael 4criven and Richard 'aul, Cational 0ouncil for 7)cellence in 0ritical

Thinking, an organi1ation promoting critical thinking in the Q4.

The essence of critical thinking is suspended *udgment; and the essence of this

suspense is inquiry to determine the nature of the problem before proceeding to

attempts at its solution. This, more than any other thing, transforms mere inference

into tested inference, suggested conclusions into proof.


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J identify the relevance and importance of ideas

J reflect on the *ustification of one:s own beliefs and values

0ritical thinking is not a matter of accumulating information. person with a good

memory and who knows a lot of facts is not necessarily good at critical thinking.

critical thinker is able to deduce consequences from what he knows, and he knows

how to make use of information to solve problems, and to seek relevant sources of

information to inform him.

0ritical thinking should not be confused with being argumentative or being critical of

other people. lthough critical thinking skills can be used in e)posing fallacies and

bad reasoning, critical thinking can also play an important role in cooperative

reasoning and constructive tasks. 0ritical thinking can help us acquire knowledge,

improve our theories, and strengthen arguments. /e can use critical thinking to

enhance work processes and improve social institutions.

4ome people believe that critical thinking hinders creativity because it requires

following the rules of logic and rationality, but creativity might require breaking rules.

This is a misconception. 0ritical thinking is quite compatible with thinking 8out5of5the5

bo)8, challenging consensus and pursuing less popular approaches. +f anything,

critical thinking is an essential part of creativity because we need critical thinking to

evaluate and improve our creative ideas.

THE IMPORTANCE OF CRITICAL THINKING


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Critical thinking is a domain-general thinking skill.

The ability to think clearly and rationally is important whatever we choose to do. +f

you work in education, research, finance, management or the legal profession, then

critical thinking is obviously important. But critical thinking skills are not limited to a

particular sub*ect area. Being able to think well and solve problems systematically is

and benefit for any career.

Critical thinking is very important in the new knowledge economy.

The global knowledge economy is driven by information and technology. ne has to

be able to deal with changes quickly and effectively. The new economy places

increasing demands on fle)ible intellectual skills, and the ability to analy1ed

information and integrate various sources of knowledge in solving problems. Eood

critical thinking promotes such thinking skills, and is very important in the fast5

changing workplace. HThe future now belongs to societies that organi1e themselves

for learning... nations that want high incomes and full employment must develop

policies that emphasi1e the acquisition of knowledge and thinkingS skills by

everyone, not *ust a select few.I

Ray >arshall = >arc Tucker, Thinking 3or 2iving& 7ducation nd The /ealth of

Cations, Basic Books. Cew Dork. !""#

Critical thinking enhances language and presentation skills.

Thinking clearly and systematically can improve the way we e)press our ideas. +n

learning how to analyses the logical structure of te)ts, critical thinking also improves

comprehension abilities.

Critical thinking promotes creativity.


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To come up with a creative solution to a problem involves not *ust having new ideas.

+t must also be the case that the new ideas being generated are useful and relevant

to the task at hand. 0ritical thinking plays a crucial role in evaluating new ideas,

selecting the best ones and modifying them if necessary

Critical thinking is crucial for self-reflection.

+n order to live a meaningful life and to structure our lives accordingly, we need to

*ustify and reflect on our values and decisions. 0ritical thinking provides the tools for

this process of self5evaluation.

Good critical thinking is the foundation of science and democracy.

4cience requires the critical use of reason in e)perimentation and theory

confirmation. The proper functioning of a liberal democracy requires citi1ens who can

think critically about social issues to inform their *udgments about proper governance

and to overcome biases and pre*udice.

BENEFIT OF CRITICAL THINKING


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In Personal and Community

J void falling for scams and making foolish decisions from ignorance

J >ake better decision from verified information

J 3ree one from une)amined assumptions, dogmas, and pre*udices

J Be a better informed citi1en and voter

In the workplace:

J Be a better problem5solver

J Better analy1e information and draw appropriate conclusions

J 0ommunicate a position logically

J >ake good decisions (based on data, not feelings

TEACHING CRITICAL THINKING USING BLOOMS TAXONOMY


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BD 0R2DC /74TBRK J 'R+2 !@, #$! J

>7CT4 (G J %$$

The bottom two levels are factual questions and not considered critical thinking. The

upper levels of the triangle represent critical thinking. Knowledge and

comprehension is categori1ed in not critical thinking. The pplication and analysis

level is a beginning of critical thinking. The high level critical thinking is synthesis and

evaluation.

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Model of Instructional