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ATDOP at UO
В© 2012 AEI, University of Oregon
4
09/20/2012
Handout #4: Bloom’s Taxonomy Activity
Directions:
Using Handout #3: Higher Order Thi
nking Skills, write the appropriate level of thinking in each blank. The first one is done for you.
Levels of Thinking:
Remembering Analyzing Understanding Evaluating Applying Creating
1. _____
Remembering
__
: Students will respond to simple yes/no questions with short answers, making sure to use the correct auxiliary verb. E.g., Do you ride your bike to school? Yes, I do.
2. ____________________: Students will ask 5 or more questions of each other u
sing accurate tag questions and responses. E.g., You like ice cream, don’t you? Yes, I do. (Students continue to practice tag questions in pairs.)
3. ____________________: Students will identify and correct errors in tag questions in a sample audio conversation.
4. ____________________: Students will respond to tag questions posed by the teacher about themselves and each other (based on knowledge that they already have of each other). E.g., Carlos, you have a white dog, don’t you? Y
es, I do. 5. ____________________: Students will compare yes/no and tag questions and explain differences in grammar and meaning.
6. ____________________: Students will write and perform a role play in which they use tag questions effectively.
ATDOP at UO
В© 2012 AEI, University of Oregon
5
09/20/2012
H
andout #5: Video
With your group
,
decide if you saw any of the following items in the video. For those items you saw, what were the students and teacher doing?
1. The teacher giving a lecture.
2. The teacher giving clear, short directions.
3. A set amount of time for the parts of the activity.
4. Learner
-
centered approach.
5. Students memorizing facts or vocabulary for a test.
6. Connections between the topic and learners’ own
experiences.
7. A focus on accuracy and error
-
free language use.
8. A focu
s on fluency and communication.
9. Perfect student English.
10. Learners effectively communicating their message.
ATDOP at UO
В© 2012 AEI, University of Oregon
6
09/20/2012
Handout #6: Fable
The Milkmaid and Her Pail Patty the Milkmaid was going to market carrying her milk in a pail on her head. As she went along she began calculating what she would do with the money she would get for the milk. "I'll buy some chickens from Farmer Brown," said she, "and they will la
y eggs each morning, which I will sell to the parson's wife. With the money that I get from the sale of these eggs I'll buy myself a
beautiful new dress and shoes.”
“
When I go to market, won't all the young men come up and speak to me! My friends will be so jealous; but I don't care. I shall just look at them and toss my head like this.
”
As she spoke she tossed her head back, the pail fell off it, and all the milk was spilt. So she had to go home and tell her mother what had occurred. "Ah, my
child," said the mother, "Do not count your chickens before they are hatched."
What is the moral of the story?
ATDOP at UO
В© 2012 AEI, University of Oregon
7
09/20/2012
Handout #7: Self
-
reflection
Evaluate yourself using the
following on a scale of 1
-
5
:
1
= rarely and 5 = most of the time.
1. ______ Do I
use higher order thinking skills (analysis, evaluation, synthesis) as often as I could in my own thinking?
2. ______ Do I apply them in my own teaching -
do I design lessons to include higher order thinking?
3. ______ Do I regularly evaluate my own thinking for accuracy, precision, clarity, logic, depth?
4. ______ Do I encourage my students to apply these standards to their thinking as well?
5. ______ Do I plan for purposeful inclusion of critical thinking in my own thinking as well as in that o
f my students?
6. ______ Do I create learner
-
centered activities?
7. ______ Do I focus on communication and fluency rather than correctness and accuracy?
8. ______ Do my students speak more than I?
Discussion
Question
:
When finished, discuss with your group where you have used critical thinking successfully and why you think it was successful. You can also discuss
an area that you think is a problem, an area that you would like to improve. ATDOP at UO
В© 2012 AEI, University of Oregon
8
09/20/2012
Handout #8: S
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li
k
e
t
o
k
no
w m
o
r
e
about
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1
. O
n
th
e
f
i
r
s
t
da
y o
f
c
l
a
ss,
e
x
p
l
a
i
n
y
ou
r
ph
il
o
s
o
p
h
y o
f
edu
c
a
t
i
o
n
t
o
s
tudent
s
: H
o
w y
o
u
a
r
e
go
i
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g
t
o
s
t
r
u
c
t
u
r
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t
h
e
c
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a
ss a
n
d
w
h
y,
w
h
y th
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s
t
u
dent
s wil
l b
e r
equ
i
r
e
d
t
o
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c
r
i
t
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c
a
l th
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k
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,
w
ha
t
s
t
r
at
e
g
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o
u
wil
l u
se
t
o
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n
c
ou
r
ag
e c
r
i
t
i
c
a
l th
i
n
k
i
ng
,
et
c.
2
. T
h
i
n
k a
l
o
u
d
i
n
f
r
on
t
o
f
y
ou
r
s
t
u
dent
s.
Le
t
t
h
e
m
hea
r
y
o
u
th
i
n
k
i
ng
,
bett
e
r
, pu
zz
li
n
g
y
ou
r
w
a
y s
l
o
wl
y th
r
oug
h
p
r
ob
l
e
m
s i
n
th
e
s
ub
j
e
c
t
.
(
D
o
th
i
s
a
t
th
e l
e
v
e
l o
f
a
g
o
o
d
s
tu
d
ent
,
n
o
t
a
s a
s
peed
y p
r
of
e
ss
i
ona
l
.
)
3
. S
pea
k l
e
ss so
tha
t
s
tud
e
nt
s ha
ve
opp
o
r
tun
i
t
i
e
s t
o
th
i
n
k a
n
d
s
pea
k
m
o
r
e
.
4
. R
egu
l
a
r
l
y q
u
e
s
t
i
o
n
y
o
u
r
s
tu
d
ent
s S
o
c
r
at
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c
a
ll
y o
n
v
a
r
i
ou
s
d
i
m
en
s
i
o
n
s o
f the
i
r
th
i
n
k
i
n
g
:
T
h
e
i
r
p
u
r
po
s
e
,
the
i
r
e
v
i
den
c
e
,
r
ea
s
on
s,
d
a
ta
,
the
i
r
c
l
a
i
m
s, be
li
ef
s,
i
nte
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e
t
at
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on
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d
edu
c
t
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on
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at
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o
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on
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equen
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f
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ught
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ont
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5
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se
s
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a
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up
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o
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w
o
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t
h
r
ee
s,
f
ou
r
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et
c
.
)
.
G
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oup
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p
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oup
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n
gen
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s
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l
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c
t
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i
t
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s a
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d
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ss
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m
en
t
s,
i
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c
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ud
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n
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r
ead
i
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s,
s
o
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t s
tudent
s m
u
st
th
i
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k
the
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r
w
a
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u
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.
7
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ea
ch
s
t
u
dent
s h
o
w t
o
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ea
d
t
h
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te
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f
o
r
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m
s
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v
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s,
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ad
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r
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h
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m
.
"
8
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x
p
l
a
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th
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ll
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tan
d
a
r
d
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l b
e
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s
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ou
r
g
r
ad
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,
an
d
w
h
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T
ea
ch
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t
u
dent
s h
o
w t
o
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s
s
e
ss the
i
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o
w
n
w
o
r
k
u
s
i
n
g
tho
se
s
tand
a
r
d
s. (F
o
r
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nfo
r
m
at
i
o
n
o
n
i
nte
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Автор
jvs80
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