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| difference that happens within the learner |
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| the philosphical term for the theory of knowledge. It attempts to understand how knowing occurs and to discover its ground, its limitationm, its validity, trustworthiness, and its relation to truth |
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| to get better at thinking by critisizing how and why you think the way you do. |
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| must be intelectually humble, corageous, empathetic, honest, prevalent, confident, and autonomous. |
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| possessing specific information about something |
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| the basic pieces of indormation in a particular academic discipline |
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| the larger groupings of related ideas |
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| mental networks of related facts and concpets that influence the aquisition and understanding of new information |
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| when we know how to do something |
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| knowing the processs of how to do something! |
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| procedural knowledge cannot exist without |
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| knowing when and why to use a particular strategies |
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| Remember, understand, apply, analyzem, evaluate, create |
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| the ability to recognize or recall and idea a fact or an occurence in a form similar to the original presentation |
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| sample verbs of remembering |
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defining, describing, labeling, listing, matching, naming, and stating
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| definition of understanding |
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| the ability to construct meaning from the literal message in a communication |
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sample verbs of understanding |
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| clasify, describe, discuss, explain, give, interpret, parphrase, and summarize |
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| examples of understanding |
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| explaining the meaning of Poe's The Raven |
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| the ability to use understanding of ideas correctly and appropriately in a new situation |
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| demonstrate, determine, compute, construct, solve |
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| labeling different rhyme schemes of Poes "The Raven" |
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| the ability to render a value judgement based on criteria and standards |
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| appraise, conclude, critique, decide, defend, interpret, judge, justify, recommend |
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| writing a critical analysis of "The Raven" |
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| the abiliity to create a new product from the ideas or materials understood |
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| compile, comose, create, design, develop, invent |
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| creating a poem in the same meter and rhythm of Poe's the Raven |
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1) translate concept into specific examples
2) explain in your own words the relationship between the concept and the examples
3) see connections and make predictions |
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| an abstract idea into specific examples |
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| to articulate the difference betweeen the concept and a specific example |
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| to tell about the idea in your own words |
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| the ability to see connections between two or more identified ideas ot ro make predictions based on the understanding of the ideas |
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