Term
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Definition
Level 1: Knowledge
Level 2: Comprehension
Level 3: Application
Level 4: Analysis
Level 5: Synthesis
Level 6: Evaluation |
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Term
| According to the Department of Edcuation, Queensland, 2002, what is "higher-order thinking" ? |
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Definition
The transformation of information and ideas occurring when students combine facts and ideas and synthesize, generalize, explain, hypothesize, or arrive at some conclusion or interpretation.
This is a teacher's main task. |
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Term
Bloom's Taxonomy:
Provide an overview. |
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Definition
developed in the 1950's by Benjamin Bloom
Describes different ways of thinking
Adapted for classroom use
One of the most universal models
Six levels to higher order thinking
Revised by Lorin Anderson in 1990s |
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Term
Revised Bloom's Taxonomy:
Name the new levels! |
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Definition
Level 1: Remembering
Level 2: Understanding
Level 3: Applying
Level 4: Analysing
Level 5: Evaluating
Level 6: Creating |
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Term
| According to Bloom's Level 1 Remembering, provide a definition and name two examples of how to implement this level in the classroom setting. |
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Definition
Ability to recall information.
Examples: Make a concept map; create a chart; name characters in story; write list of keywords
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Term
| According to Bloom's Level 2 "Understanding," provide a definition and list two examples of how to implement in the classroom setting. |
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Definition
Ability to explain ideas or concepts.
Examples: illustrate the main idea of the story; paraphrase the chapter; outline the main parts, report to the class |
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Term
| According to Bloom's Level 3 "Applying," provide a definition and two examples of how to implement this level in the classroom. |
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Definition
Abiltiy to use the information in another situation.
Examples: make a scrapbook, keep a diary/journal, continue the story, make up a puzzle or game |
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Term
| According to Bloom's Level 4 "Analysing," provide a definition and examples for how to implement in the classroom. |
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Definition
Ability to break information into parts to examine relationships/understandings.
Examples: design a questionnaire, make a family tree, devise a role play, investigate additional information |
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Term
| According to Bloom's Level 5 "Evaluating," provide a definition and examples for how to implement it in the classroom. |
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Definition
Abiltiy to justify a decision or course of action.
Examples: prepare/conduct a debate, prepare a case to present your view, prepare a list of criteria |
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Term
| According to Bloom's Level 6 "Creating," provide a definition and examples of implementation in the classroom |
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Definition
Ability to generate new products, ideas, or ways of viewing things
Examples: create a new product and marketing campaign; develop a menu for a restaurant, design a magazine, sell an idea. |
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Term
| According to CACREP (2009), what are the eight core curricular areas required in Counselor Education programs? |
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Definition
Professional Orientation/Ethical Practice
Social/Cultural Diversity
Human Growth and Development
Career Development
Helping Relationships
Group Work
Assessment
Research/Program Evaluation |
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Term
Kolb (1984)
Name the four primary learning styles according to Kolb. |
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Definition
Concrete Experience (Feeling)
Reflective Observation (Watching)
Abstract Conceptualisation (Thinking)
Active Experimentation (Doing) |
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Term
| According to Kolb (1984), the combination of the Concrete Experience/Feeling and the Active Experimentation/Doing Learning Types is known as.... |
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Definition
Accomodating (feel and do) |
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Term
| According to Kolb (1984), the combifnation of the Active Experimentation/Doing and the Abstract Conceptualisation/Thinking Learning Types is known as.... |
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Definition
Converging (think and do) |
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Term
| According to Kolb (1984), the combination of the Abstract Conceptualisation/Thinking and Reflective Observation/Watching Learning Types is known as.... |
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Definition
Assimiliating (think and watch) |
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Term
| According to Kolb (1984), the combination of the Reflective Observation/Watching and Concrete Experience/Feeling Learning Types is known as.... |
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Definition
Diverging (feel and watch) |
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Term
What did Kolb (1984) postulate about learning? |
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Definition
people develop preferences for different learning styles |
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Term
| Describe the Active Experimentation Style of Kolb's Learning Theory & Training Approaches to use |
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Definition
"What's new; I'm game for anything."
Problem solving, small group discussion, peer feedback, homework; leave it up to the learner to determine relevance of materials
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Term
| Describe the Reflective Observation Style of Kolb's learning theory & training approach to use |
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Definition
"I'd like time to think about this."
Lectures, expert interpretation, judge performance by external criteria |
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Term
| Describe the Abstract Conceptualization Style of Kolb's learning theory & training approaches to use |
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Definition
"How does this relate to that?"
Case studies, theory readings, thinking alone, everything else is not helpful (even talking with experts) |
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Term
| Describe the Concrete Experience of Kolb's Learning Theory & training approaches to use |
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Definition
"How can I apply this to practice?"
Peer feedback, activities to use skills, trainer as coach/self-directed, autonomous learner |
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Term
| Describe the 8 intelligences according to Howard Gardner |
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Definition
Linguistic (word)
Logical-Mathematical (numbers)
Spatial (picture)
Bodily-Kinesthetic (body)
Musical (music)
Interpersonal (people)
Intrapersonal (self)
Naturalist (nature) |
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Term
| According to Gardner's multiple intelligences, how do persons with linguistic intelligence learn best? |
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Definition
Saying, hearing, and saying words
Talking
Writing
Reading |
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Term
| According to Gardner's multiple intelligences, how to persons with high Logical/Mathematical intelligence learn best? |
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Definition
| Ability to reason deductively and recognize/manipulate abstract patterns and relationships |
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Term
| According to Gardner's multiple intelligences, how to persons with high Visual/Spatial intelligence learn best? |
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Definition
Graphs, charts, and pictures
Doodle around notes |
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Term
| According to Gardner's multiple intelligences, how to persons with high Bodily-Kinesthetic intelligence learn best? |
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Definition
| Prefer to carry out projects by making models rather than writing reports |
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Term
| According to Gardner's multiple intelligences, how to persons with high Musical/Rhythmic intelligence learn best? |
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Definition
| Sensitivity to pitch, rhythm of sounds, emotional implications of these elements. |
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Term
| According to Gardner's multiple intelligences, how to persons with high Interpersonal intelligence learn best? |
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Definition
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Term
| According to Gardner's multiple intelligences, how to persons with high Intrapersonal intelligence learn best? |
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Definition
| Through understanding one's own goals, emotions, and intentions. |
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Term
| According to Gardner's multiple intelligences, how to persons with high Naturalist intelligence learn best? |
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Definition
| Through association with natural artifacts/objects |
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