Assignment Prompt & Instructions
APA 7th edition
10-15 pages
follow reading and instructions
– ## Video.docx
– ## Reading-SvinickiMcKeachieChapter16213-224.pdf
– ## Reading-SvinickiMcKeachieChapter21.pdf
– ## HigherOrderThinkingSkillsGradingRubric.pdf
– ## Blooms-Taxonomy.pdf
– ## Higher_Order_Thinking_Skills_Question_Te.pdf
– ## 1-HigherOrderThinkingSkillsAssignmentInstructions125.docx
– AndersonandKrathwohlActionVerbs.docx
– ActiveLearningStrategiestoPromote.pdf
– QuestionstoUsewithBloomsTaxonomy.docx
**## Video.docx**
https://canvas.liberty.edu/courses/816250/pages/watch-learning-outcomes-for-lessons?module_item_id=88097438
**## Reading-SvinickiMcKeachieChapter16213-224.pdf**
Svinicki, M., McKeachie, W. (2014, 14th ed.). McKeachie's Teaching Tips: Strategies, Research,
and Theory for College and University Teachers. Belmont, CA: Cengage Learning. ISBN:
9781133936794.
**## Reading-SvinickiMcKeachieChapter21.pdf**
Svinicki, M., McKeachie, W. (2014, 14th ed.). McKeachie's Teaching Tips: Strategies, Research,
and Theory for College and University Teachers. Belmont, CA: Cengage Learning. ISBN:
9781133936794.
**## HigherOrderThinkingSkillsGradingRubric.pdf**
Criteria Ratings Points
Content 88 to >80 pts
Advanced
Superbly
includes
assignment
parameters
with adequate
support from
class content.
80 to >73 pts
Proficient
Adequately includes
assignment parameters
with adequate support
from class content.
73 to >66 pts
Developing
Includes most
assignment parameters
with some support from
class content. Depth of
content is marginal at
the doctoral level of
study.
66 to >0 pts
Below
Expectations
Assignment
demonstrated
deficits at the
doctoral level of
study.
0 pts
Not
Present
88 pts
Writing,
Formatting,
and
Citation
37 to >33 pts
Advanced
Student
writing is
exceptionally
clear,
persuasive
and error free.
Ideas are fully
supported and
correctly cited
using current
APA
formatting.
33 to >30 pts
Proficient
Ideas are adequately
presented; sentences
are correctly
constructed, and
paragraphs are
organized consistently
with doctoral level
writing.
Writing is largely free of
grammar, punctuation,
and other writing errors.
Contains any
appropriate citations and
APA formatting.
30 to >27 pts
Developing
Student’s writing
deviates from the
requirements in the
“proficient” column in
several ways.
27 to >0 pts
Below
Expectations
Student’s
writing deviates
from the
requirements in
the “proficient”
column in
numerous
ways.
0 pts
Not
Present
37 pts
Total Points: 125
Higher Order Thinking Skills Grading Rubric | EDCO725_D02_202530
**## Blooms-Taxonomy.pdf**
BLOOM'S TAXONOMY
In 1956, Benjamin Bloom
headed a group of
educational psychologists
who developed a
classification of levels of
intellectual behavior
important in learning.
Bloom found that over 95
% of the test questions
students encounter require
them to think only at the
lowest possible level…the
recall of information.
Bloom identified six
levels within the cognitive
domain, from the simple
recall or recognition of
facts, as the lowest level,
through increasingly more
complex and abstract
mental levels, to the
highest order which is
classified as evaluation.
Verb examples that
represent intellectual
activity on each level are
listed here.
1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall,
repeat, reproduce state.
2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize,
report, restate, review, select, translate,
3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice,
schedule, sketch, solve, use, write.
4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test.
5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate,
manage, organize, plan, prepare, propose, set up, write.
6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate,
core, select, support, value, evaluate.
BLOOM'S TAXONOMY: Sample Questions
As teachers we tend to ask questions in the "knowledge" catagory 80% to 90% of the time. These
questions are not bad, but using them all the time is. Try to utilize higher order level of questions. These
questions require much more "brain power" and a more extensive and elaborate answer. Below are the six
question categories as defined by Bloom.
• KNOWLEDGE
o remembering;
o memorizing;
o recognizing;
o recalling identification and
o recall of information
Who, what, when, where, how …?
Describe
• COMPREHENSION
o interpreting;
o translating from one medium to another;
o describing in one's own words;
o organization and selection of facts and ideas
Retell…
• APPLICATION
o problem solving;
o applying information to produce some result;
o use of facts, rules and principles
How is…an example of…?
How is…related to…?
Why is…significant?
• ANALYSIS
o subdividing something to show how it is put together;
o finding the underlying structure of a communication;
o identifying motives;
o separation of a whole into component parts
What are the parts or features of…?
Classify…according to…
Outline/diagram…
How does…compare/contrast with…?
What evidence can you list for…?
• SYNTHESIS
o creating a unique, original product that may be in verbal form or a physical object;
o combination of ideas to form a new whole
What would you predict/infer from…?
What ideas can you add to…?
How would you create/design a new…?
What might happen if you combined…?
What solutions would you suggest for…?
• EVALUATION
o making value decisions about issues;
o resolving controversies or differences of opinion;
o development of opinions, judgements or decisions
Do you agree…?
What do you think about…?
What is the most important…?
Place the following in order of priority…
How would you decide about…?
What criteria would you use to assess…?
For further Web-based information on Bloom's taxonomy:
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table
Revised Bloom’s Taxonomy
Table1. Bloom's Taxonomy
The Cognitive Process Dimension
The Knowledge Dimension
Remember Understand Apply Analyze Evaluate Create
Factual Knowledge List Summarize Classify Order Rank Combine
Conceptual Knowledge Describe Interpret Experiment Explain Assess Plan
Procedural Knowledge Tabulate Predict Calculate Differentiate Conclude Compose
Meta-Cognitive Knowledge Appropriate Use Execute Construct Achieve Action Actualize
**## Higher_Order_Thinking_Skills_Question_Te.pdf**
Higher Order Thinking Skills Question Templates
Recall
Note: Any question becomes a recall
question if the answer has already
been explicitly provided to the student
in class or in the text.
When did ________ take place?
List the ________ .
Define the term ________.
What is a ________?
Who did ________?
Name ________.
Analysis
How does ________ work?
Sort these ________ .
Use the table to determine ________ .
Use the graph to determine ________ .
Graph ________ .
What caused ________ ?
What is another possible cause of ________ ?
Outline the ________ .
Based on the written description, draw a
diagram.
Draw your own map of ________ without
tracing or copying.
Use the map to determine ________ .
In what sequence did ________ happen?
Break ________ down into its component
parts.
Give an example of ________ .
What literary form is being used?
What technique is being used?
What information is needed?
Is the information relevant?
Into what groups can you organize these?
Draw a picture that illustrates what's described
in the story ________ .
What does ________ symbolize?
Find examples of [a literary device] in your
readings.
Analyze the ________ in ________ .
Classify these ________ according to
________ .
Separate the ________ from the ________ .
Translate ________ .
Analyze how ________ .
Explain how ________ works.
What was the author's point of view?
How did the author convey ________ ?
What words does the author use to paint an
image of ________ in your mind?
How were ________ used to ________ ?
What kind of a ________ is this?
Which one doesn't belong in this group?
What is the function of ________ ?
What is the purpose of ________ ?
What is the relationship between ________
and ________ ?
What is the pattern?
Use manipulatives to illustrate a concept.
Build a model of ________ .
Measure ________ .
Comparison
How is ________ like ________ ?
How are ________ and ________ different?
Compare the ________ before and after
________ .
Compare the character ________ at the
beginning of the story and at the end.
Distinguish between ________ and
________ .
Compare ________ with ________ .
On what dimensions might you compare
________ and ________ ?
Which one is the biggest/oldest/tallest?
Inference
Hypothesize what will happen if ________ .
Predict what will happen if ________ .
Apply the rule to ________ .
Solve the problem ________ .
Predict how the story ________ will end.
What is the main idea of the story ________ ?
What is the overall theme of ________ ?
What is the moral of the story?
Develop of plan to ________ .
Propose and describe an invention that fills
some need.
Write a research paper on ________ .
Based on your readings, what can you
conclude about ________ ?
What was the author's point of view?
Solve a logic puzzle.
What if ________ ?
What rule applies here?
What generalization can you make from this
information?
Create a ________ .
Design a ________ .
Propose a solution to the problem of _______
.
Evaluation
Was ________ worth the costs? Explain your
answer.
Was the argument convincing? What makes
you think so?
Did ________ behave appropriately? Why?
What would you have done in this situation?
Why?
Write a critique of ________ .
Was this experiment well designed? Defend
your answer.
Judge which is the best solution to the
problem of ________ ? Why do you think so?
How well are the conclusions supported by the
data/ facts/evidence? Explain.
Did ________ choose a wise course of
action? Give reasons.
Apply a scoring rubric to this piece of work.
Explain why you are assigning each score.
What would you have done in this situation?
Why?
Review a book, performance, or exhibit.
Justify your evaluation.
Which ________ is the best? Why do you
think so?
Whose arguments/evidence was more
convincing? Why?
If you were the judge, what would your
decision be? Why?
Give and justify your opinion on ________ .
**## 1-HigherOrderThinkingSkillsAssignmentInstructions125.docx**
EDCO 725
**Higher Order Thinking Skills Assignment Instructions**
· Present the assignment in a formal APA paper (APA 7).
· Historically, page lengths have varied from a few pages to 10-15 pages.
· There is no suggestion of a minimum or maximum page length; length will vary based on your topic.
· Please ensure that you fully complete the parameters mentioned below.
**Overview**
The week three content includes
**_higher order thinking skills_** (HOTS) along with
**_active learning/teaching strategies._** *
Incorporating higher-order thinking skills (HOTS) is an essential component in “teaching to think” and critical for adult learning and especially graduate level learning. This exercise will give you practice in incorporating HOTS into active learning/teaching strategies for your own proposed teaching demonstration.
**Instructions**
In your own mind, review the highest levels of thought per Bloom and Anderson and Krathwohl’s revision of Bloom’s Taxonomy—
_application, analysis, evaluation, creation_.
Choose ONE of the critical thought levels and design a teaching activity for that thought level that would fit your own teaching topic and teaching demonstration that you will submit in the
**Class Project: Teaching Demonstration Assignment**. Please note that your
**Class Project: Teaching Demonstration Assignment** will require more than one active learning/teaching strategy, but you will get practice in developing one of those for this assignment.
Use the class handout which lists sample questions and below you will find a few suggested learning activities for two levels of higher thought. An internet search will also suggest numerous other activities for the various thought levels. Please also review the explanations of several active learning strategies to which you have been introduced in all three of our class texts (below).
So, for example, if your topic is exploring the counseling approaches used for combat veterans with PTSD, you might set up a debate to argue the strengths and weaknesses of two therapeutic approaches. Or you might introduce a case to use for a new therapeutic application and have students argue the value or disadvantages of the new therapy approach.
In this assignment, provide adequate detail about how you would develop the learning activity. Provide the actual cases, for instance, if those are used, and suggest the penetrating questions that would guide the discussion. Justify your choice of activity. Why was your active learning strategy a great way to evaluate, analyze, apply, etc. with regard to your teaching topic? Draw broadly from the class sources to support your conclusions and cite per APA.
Present the assignment in a formal APA paper (APA 7). Historically, page lengths have varied from a few pages to 10-15 pages. While we don’t suggest a minimum/maximum page length, your assignment length will vary based on your topic. Just make sure that you fully complete the assignment parameters mentioned above.
*
**Active learning/teaching strategies**
All three class texts mentioned active learning/teaching strategies, vs. traditional lecture, which can be very passive. Here are some of the active learning strategies to which you are introduced in class:
• Cases analysis/application
• Examination of viewpoints
• Devil’s advocate
• Scenario analysis
• Discussion technique and questions (Svinicki & McKeachie have excellent content on this as well as Brookfield; the class content on using discussion for active learning was rich in detail and suggestions)
• Think/pair/share
• Assumption inventory and analysis
• Point/counter-point
• Critical conversations protocol
• Critical incidents exploration
• Simulations/games, etc.
• Questions formulation techniques
• Peer questioning
• Project based learning
• Peer teaching –several strategies mentioned in the class sources
• Team based learning—several strategies in Svinicki & McKeachie
• Cold calling
• Speaking in tongues
Etc.
**
**Proposed teaching activities for the higher thought levels:** (several of the active learning/teaching strategies mentioned above could be developed for these possible ideas)
**Analysis:**
· Distinguish the strengths and weakness of a proposed therapy for X diagnosis.
· Design a questionnaire to gather information for research on an application of a counseling theory
· Produce support for two sides of a controversial topic in Christian counseling
· Produce a flow chart to show critical stages of the effects of AES
· Make a family tree to show relationships between pathologies within an extended family
**Evaluation:**
· Develop a list of criteria to judge the value of a new therapy for an unusual application
· Conduct a debate about clinician choices regarding sensitive social issues in a Christian counseling setting
· Prepare a case which illustrates the complexities of a controversial counseling topic
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 1 of 3
**AndersonandKrathwohlActionVerbs.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/andersonandkrathwohlactionverbs-docx-10343227)
**ActiveLearningStrategiestoPromote.pdf**
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**QuestionstoUsewithBloomsTaxonomy.docx**
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**QuestionstoUsewithBloomsTaxonomy.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/questionstousewithbloomstaxonomy-docx-10343231)
**## Video.docx**
https://canvas.liberty.edu/courses/816250/pages/watch-learning-outcomes-for-lessons?module_item_id=88097438
**## Reading-SvinickiMcKeachieChapter16213-224.pdf**
Svinicki, M., McKeachie, W. (2014, 14th ed.). McKeachie's Teaching Tips: Strategies, Research,
and Theory for College and University Teachers. Belmont, CA: Cengage Learning. ISBN:
9781133936794.
**## Reading-SvinickiMcKeachieChapter21.pdf**
Svinicki, M., McKeachie, W. (2014, 14th ed.). McKeachie's Teaching Tips: Strategies, Research,
and Theory for College and University Teachers. Belmont, CA: Cengage Learning. ISBN:
9781133936794.
**## HigherOrderThinkingSkillsGradingRubric.pdf**
Criteria Ratings Points
Content 88 to >80 pts
Advanced
Superbly
includes
assignment
parameters
with adequate
support from
class content.
80 to >73 pts
Proficient
Adequately includes
assignment parameters
with adequate support
from class content.
73 to >66 pts
Developing
Includes most
assignment parameters
with some support from
class content. Depth of
content is marginal at
the doctoral level of
study.
66 to >0 pts
Below
Expectations
Assignment
demonstrated
deficits at the
doctoral level of
study.
0 pts
Not
Present
88 pts
Writing,
Formatting,
and
Citation
37 to >33 pts
Advanced
Student
writing is
exceptionally
clear,
persuasive
and error free.
Ideas are fully
supported and
correctly cited
using current
APA
formatting.
33 to >30 pts
Proficient
Ideas are adequately
presented; sentences
are correctly
constructed, and
paragraphs are
organized consistently
with doctoral level
writing.
Writing is largely free of
grammar, punctuation,
and other writing errors.
Contains any
appropriate citations and
APA formatting.
30 to >27 pts
Developing
Student’s writing
deviates from the
requirements in the
“proficient” column in
several ways.
27 to >0 pts
Below
Expectations
Student’s
writing deviates
from the
requirements in
the “proficient”
column in
numerous
ways.
0 pts
Not
Present
37 pts
Total Points: 125
Higher Order Thinking Skills Grading Rubric | EDCO725_D02_202530
**## Blooms-Taxonomy.pdf**
BLOOM'S TAXONOMY
In 1956, Benjamin Bloom
headed a group of
educational psychologists
who developed a
classification of levels of
intellectual behavior
important in learning.
Bloom found that over 95
% of the test questions
students encounter require
them to think only at the
lowest possible level…the
recall of information.
Bloom identified six
levels within the cognitive
domain, from the simple
recall or recognition of
facts, as the lowest level,
through increasingly more
complex and abstract
mental levels, to the
highest order which is
classified as evaluation.
Verb examples that
represent intellectual
activity on each level are
listed here.
1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall,
repeat, reproduce state.
2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize,
report, restate, review, select, translate,
3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice,
schedule, sketch, solve, use, write.
4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test.
5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate,
manage, organize, plan, prepare, propose, set up, write.
6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate,
core, select, support, value, evaluate.
BLOOM'S TAXONOMY: Sample Questions
As teachers we tend to ask questions in the "knowledge" catagory 80% to 90% of the time. These
questions are not bad, but using them all the time is. Try to utilize higher order level of questions. These
questions require much more "brain power" and a more extensive and elaborate answer. Below are the six
question categories as defined by Bloom.
• KNOWLEDGE
o remembering;
o memorizing;
o recognizing;
o recalling identification and
o recall of information
Who, what, when, where, how …?
Describe
• COMPREHENSION
o interpreting;
o translating from one medium to another;
o describing in one's own words;
o organization and selection of facts and ideas
Retell…
• APPLICATION
o problem solving;
o applying information to produce some result;
o use of facts, rules and principles
How is…an example of…?
How is…related to…?
Why is…significant?
• ANALYSIS
o subdividing something to show how it is put together;
o finding the underlying structure of a communication;
o identifying motives;
o separation of a whole into component parts
What are the parts or features of…?
Classify…according to…
Outline/diagram…
How does…compare/contrast with…?
What evidence can you list for…?
• SYNTHESIS
o creating a unique, original product that may be in verbal form or a physical object;
o combination of ideas to form a new whole
What would you predict/infer from…?
What ideas can you add to…?
How would you create/design a new…?
What might happen if you combined…?
What solutions would you suggest for…?
• EVALUATION
o making value decisions about issues;
o resolving controversies or differences of opinion;
o development of opinions, judgements or decisions
Do you agree…?
What do you think about…?
What is the most important…?
Place the following in order of priority…
How would you decide about…?
What criteria would you use to assess…?
For further Web-based information on Bloom's taxonomy:
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table
Revised Bloom’s Taxonomy
Table1. Bloom's Taxonomy
The Cognitive Process Dimension
The Knowledge Dimension
Remember Understand Apply Analyze Evaluate Create
Factual Knowledge List Summarize Classify Order Rank Combine
Conceptual Knowledge Describe Interpret Experiment Explain Assess Plan
Procedural Knowledge Tabulate Predict Calculate Differentiate Conclude Compose
Meta-Cognitive Knowledge Appropriate Use Execute Construct Achieve Action Actualize
**## Higher_Order_Thinking_Skills_Question_Te.pdf**
Higher Order Thinking Skills Question Templates
Recall
Note: Any question becomes a recall
question if the answer has already
been explicitly provided to the student
in class or in the text.
When did ________ take place?
List the ________ .
Define the term ________.
What is a ________?
Who did ________?
Name ________.
Analysis
How does ________ work?
Sort these ________ .
Use the table to determine ________ .
Use the graph to determine ________ .
Graph ________ .
What caused ________ ?
What is another possible cause of ________ ?
Outline the ________ .
Based on the written description, draw a
diagram.
Draw your own map of ________ without
tracing or copying.
Use the map to determine ________ .
In what sequence did ________ happen?
Break ________ down into its component
parts.
Give an example of ________ .
What literary form is being used?
What technique is being used?
What information is needed?
Is the information relevant?
Into what groups can you organize these?
Draw a picture that illustrates what's described
in the story ________ .
What does ________ symbolize?
Find examples of [a literary device] in your
readings.
Analyze the ________ in ________ .
Classify these ________ according to
________ .
Separate the ________ from the ________ .
Translate ________ .
Analyze how ________ .
Explain how ________ works.
What was the author's point of view?
How did the author convey ________ ?
What words does the author use to paint an
image of ________ in your mind?
How were ________ used to ________ ?
What kind of a ________ is this?
Which one doesn't belong in this group?
What is the function of ________ ?
What is the purpose of ________ ?
What is the relationship between ________
and ________ ?
What is the pattern?
Use manipulatives to illustrate a concept.
Build a model of ________ .
Measure ________ .
Comparison
How is ________ like ________ ?
How are ________ and ________ different?
Compare the ________ before and after
________ .
Compare the character ________ at the
beginning of the story and at the end.
Distinguish between ________ and
________ .
Compare ________ with ________ .
On what dimensions might you compare
________ and ________ ?
Which one is the biggest/oldest/tallest?
Inference
Hypothesize what will happen if ________ .
Predict what will happen if ________ .
Apply the rule to ________ .
Solve the problem ________ .
Predict how the story ________ will end.
What is the main idea of the story ________ ?
What is the overall theme of ________ ?
What is the moral of the story?
Develop of plan to ________ .
Propose and describe an invention that fills
some need.
Write a research paper on ________ .
Based on your readings, what can you
conclude about ________ ?
What was the author's point of view?
Solve a logic puzzle.
What if ________ ?
What rule applies here?
What generalization can you make from this
information?
Create a ________ .
Design a ________ .
Propose a solution to the problem of _______
.
Evaluation
Was ________ worth the costs? Explain your
answer.
Was the argument convincing? What makes
you think so?
Did ________ behave appropriately? Why?
What would you have done in this situation?
Why?
Write a critique of ________ .
Was this experiment well designed? Defend
your answer.
Judge which is the best solution to the
problem of ________ ? Why do you think so?
How well are the conclusions supported by the
data/ facts/evidence? Explain.
Did ________ choose a wise course of
action? Give reasons.
Apply a scoring rubric to this piece of work.
Explain why you are assigning each score.
What would you have done in this situation?
Why?
Review a book, performance, or exhibit.
Justify your evaluation.
Which ________ is the best? Why do you
think so?
Whose arguments/evidence was more
convincing? Why?
If you were the judge, what would your
decision be? Why?
Give and justify your opinion on ________ .
**## 1-HigherOrderThinkingSkillsAssignmentInstructions125.docx**
EDCO 725
**Higher Order Thinking Skills Assignment Instructions**
· Present the assignment in a formal APA paper (APA 7).
· Historically, page lengths have varied from a few pages to 10-15 pages.
· There is no suggestion of a minimum or maximum page length; length will vary based on your topic.
· Please ensure that you fully complete the parameters mentioned below.
**Overview**
The week three content includes
**_higher order thinking skills_** (HOTS) along with
**_active learning/teaching strategies._** *
Incorporating higher-order thinking skills (HOTS) is an essential component in “teaching to think” and critical for adult learning and especially graduate level learning. This exercise will give you practice in incorporating HOTS into active learning/teaching strategies for your own proposed teaching demonstration.
**Instructions**
In your own mind, review the highest levels of thought per Bloom and Anderson and Krathwohl’s revision of Bloom’s Taxonomy—
_application, analysis, evaluation, creation_.
Choose ONE of the critical thought levels and design a teaching activity for that thought level that would fit your own teaching topic and teaching demonstration that you will submit in the
**Class Project: Teaching Demonstration Assignment**. Please note that your
**Class Project: Teaching Demonstration Assignment** will require more than one active learning/teaching strategy, but you will get practice in developing one of those for this assignment.
Use the class handout which lists sample questions and below you will find a few suggested learning activities for two levels of higher thought. An internet search will also suggest numerous other activities for the various thought levels. Please also review the explanations of several active learning strategies to which you have been introduced in all three of our class texts (below).
So, for example, if your topic is exploring the counseling approaches used for combat veterans with PTSD, you might set up a debate to argue the strengths and weaknesses of two therapeutic approaches. Or you might introduce a case to use for a new therapeutic application and have students argue the value or disadvantages of the new therapy approach.
In this assignment, provide adequate detail about how you would develop the learning activity. Provide the actual cases, for instance, if those are used, and suggest the penetrating questions that would guide the discussion. Justify your choice of activity. Why was your active learning strategy a great way to evaluate, analyze, apply, etc. with regard to your teaching topic? Draw broadly from the class sources to support your conclusions and cite per APA.
Present the assignment in a formal APA paper (APA 7). Historically, page lengths have varied from a few pages to 10-15 pages. While we don’t suggest a minimum/maximum page length, your assignment length will vary based on your topic. Just make sure that you fully complete the assignment parameters mentioned above.
*
**Active learning/teaching strategies**
All three class texts mentioned active learning/teaching strategies, vs. traditional lecture, which can be very passive. Here are some of the active learning strategies to which you are introduced in class:
• Cases analysis/application
• Examination of viewpoints
• Devil’s advocate
• Scenario analysis
• Discussion technique and questions (Svinicki & McKeachie have excellent content on this as well as Brookfield; the class content on using discussion for active learning was rich in detail and suggestions)
• Think/pair/share
• Assumption inventory and analysis
• Point/counter-point
• Critical conversations protocol
• Critical incidents exploration
• Simulations/games, etc.
• Questions formulation techniques
• Peer questioning
• Project based learning
• Peer teaching –several strategies mentioned in the class sources
• Team based learning—several strategies in Svinicki & McKeachie
• Cold calling
• Speaking in tongues
Etc.
**
**Proposed teaching activities for the higher thought levels:** (several of the active learning/teaching strategies mentioned above could be developed for these possible ideas)
**Analysis:**
· Distinguish the strengths and weakness of a proposed therapy for X diagnosis.
· Design a questionnaire to gather information for research on an application of a counseling theory
· Produce support for two sides of a controversial topic in Christian counseling
· Produce a flow chart to show critical stages of the effects of AES
· Make a family tree to show relationships between pathologies within an extended family
**Evaluation:**
· Develop a list of criteria to judge the value of a new therapy for an unusual application
· Conduct a debate about clinician choices regarding sensitive social issues in a Christian counseling setting
· Prepare a case which illustrates the complexities of a controversial counseling topic
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 1 of 3
**AndersonandKrathwohlActionVerbs.docx**
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**ActiveLearningStrategiestoPromote.pdf**
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**QuestionstoUsewithBloomsTaxonomy.docx**
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**## Video.docx**
https://canvas.liberty.edu/courses/816250/pages/watch-learning-outcomes-for-lessons?module_item_id=88097438
**## Reading-SvinickiMcKeachieChapter16213-224.pdf**
Svinicki, M., McKeachie, W. (2014, 14th ed.). McKeachie's Teaching Tips: Strategies, Research,
and Theory for College and University Teachers. Belmont, CA: Cengage Learning. ISBN:
9781133936794.
**## Reading-SvinickiMcKeachieChapter21.pdf**
Svinicki, M., McKeachie, W. (2014, 14th ed.). McKeachie's Teaching Tips: Strategies, Research,
and Theory for College and University Teachers. Belmont, CA: Cengage Learning. ISBN:
9781133936794.
**## HigherOrderThinkingSkillsGradingRubric.pdf**
Criteria Ratings Points
Content 88 to >80 pts
Advanced
Superbly
includes
assignment
parameters
with adequate
support from
class content.
80 to >73 pts
Proficient
Adequately includes
assignment parameters
with adequate support
from class content.
73 to >66 pts
Developing
Includes most
assignment parameters
with some support from
class content. Depth of
content is marginal at
the doctoral level of
study.
66 to >0 pts
Below
Expectations
Assignment
demonstrated
deficits at the
doctoral level of
study.
0 pts
Not
Present
88 pts
Writing,
Formatting,
and
Citation
37 to >33 pts
Advanced
Student
writing is
exceptionally
clear,
persuasive
and error free.
Ideas are fully
supported and
correctly cited
using current
APA
formatting.
33 to >30 pts
Proficient
Ideas are adequately
presented; sentences
are correctly
constructed, and
paragraphs are
organized consistently
with doctoral level
writing.
Writing is largely free of
grammar, punctuation,
and other writing errors.
Contains any
appropriate citations and
APA formatting.
30 to >27 pts
Developing
Student’s writing
deviates from the
requirements in the
“proficient” column in
several ways.
27 to >0 pts
Below
Expectations
Student’s
writing deviates
from the
requirements in
the “proficient”
column in
numerous
ways.
0 pts
Not
Present
37 pts
Total Points: 125
Higher Order Thinking Skills Grading Rubric | EDCO725_D02_202530
**## Blooms-Taxonomy.pdf**
BLOOM'S TAXONOMY
In 1956, Benjamin Bloom
headed a group of
educational psychologists
who developed a
classification of levels of
intellectual behavior
important in learning.
Bloom found that over 95
% of the test questions
students encounter require
them to think only at the
lowest possible level…the
recall of information.
Bloom identified six
levels within the cognitive
domain, from the simple
recall or recognition of
facts, as the lowest level,
through increasingly more
complex and abstract
mental levels, to the
highest order which is
classified as evaluation.
Verb examples that
represent intellectual
activity on each level are
listed here.
1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall,
repeat, reproduce state.
2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize,
report, restate, review, select, translate,
3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice,
schedule, sketch, solve, use, write.
4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test.
5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate,
manage, organize, plan, prepare, propose, set up, write.
6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate,
core, select, support, value, evaluate.
BLOOM'S TAXONOMY: Sample Questions
As teachers we tend to ask questions in the "knowledge" catagory 80% to 90% of the time. These
questions are not bad, but using them all the time is. Try to utilize higher order level of questions. These
questions require much more "brain power" and a more extensive and elaborate answer. Below are the six
question categories as defined by Bloom.
• KNOWLEDGE
o remembering;
o memorizing;
o recognizing;
o recalling identification and
o recall of information
Who, what, when, where, how …?
Describe
• COMPREHENSION
o interpreting;
o translating from one medium to another;
o describing in one's own words;
o organization and selection of facts and ideas
Retell…
• APPLICATION
o problem solving;
o applying information to produce some result;
o use of facts, rules and principles
How is…an example of…?
How is…related to…?
Why is…significant?
• ANALYSIS
o subdividing something to show how it is put together;
o finding the underlying structure of a communication;
o identifying motives;
o separation of a whole into component parts
What are the parts or features of…?
Classify…according to…
Outline/diagram…
How does…compare/contrast with…?
What evidence can you list for…?
• SYNTHESIS
o creating a unique, original product that may be in verbal form or a physical object;
o combination of ideas to form a new whole
What would you predict/infer from…?
What ideas can you add to…?
How would you create/design a new…?
What might happen if you combined…?
What solutions would you suggest for…?
• EVALUATION
o making value decisions about issues;
o resolving controversies or differences of opinion;
o development of opinions, judgements or decisions
Do you agree…?
What do you think about…?
What is the most important…?
Place the following in order of priority…
How would you decide about…?
What criteria would you use to assess…?
For further Web-based information on Bloom's taxonomy:
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
http://oregonstate.edu/instruct/coursedev/models/id/taxonomy/#table
Revised Bloom’s Taxonomy
Table1. Bloom's Taxonomy
The Cognitive Process Dimension
The Knowledge Dimension
Remember Understand Apply Analyze Evaluate Create
Factual Knowledge List Summarize Classify Order Rank Combine
Conceptual Knowledge Describe Interpret Experiment Explain Assess Plan
Procedural Knowledge Tabulate Predict Calculate Differentiate Conclude Compose
Meta-Cognitive Knowledge Appropriate Use Execute Construct Achieve Action Actualize
**## Higher_Order_Thinking_Skills_Question_Te.pdf**
Higher Order Thinking Skills Question Templates
Recall
Note: Any question becomes a recall
question if the answer has already
been explicitly provided to the student
in class or in the text.
When did ________ take place?
List the ________ .
Define the term ________.
What is a ________?
Who did ________?
Name ________.
Analysis
How does ________ work?
Sort these ________ .
Use the table to determine ________ .
Use the graph to determine ________ .
Graph ________ .
What caused ________ ?
What is another possible cause of ________ ?
Outline the ________ .
Based on the written description, draw a
diagram.
Draw your own map of ________ without
tracing or copying.
Use the map to determine ________ .
In what sequence did ________ happen?
Break ________ down into its component
parts.
Give an example of ________ .
What literary form is being used?
What technique is being used?
What information is needed?
Is the information relevant?
Into what groups can you organize these?
Draw a picture that illustrates what's described
in the story ________ .
What does ________ symbolize?
Find examples of [a literary device] in your
readings.
Analyze the ________ in ________ .
Classify these ________ according to
________ .
Separate the ________ from the ________ .
Translate ________ .
Analyze how ________ .
Explain how ________ works.
What was the author's point of view?
How did the author convey ________ ?
What words does the author use to paint an
image of ________ in your mind?
How were ________ used to ________ ?
What kind of a ________ is this?
Which one doesn't belong in this group?
What is the function of ________ ?
What is the purpose of ________ ?
What is the relationship between ________
and ________ ?
What is the pattern?
Use manipulatives to illustrate a concept.
Build a model of ________ .
Measure ________ .
Comparison
How is ________ like ________ ?
How are ________ and ________ different?
Compare the ________ before and after
________ .
Compare the character ________ at the
beginning of the story and at the end.
Distinguish between ________ and
________ .
Compare ________ with ________ .
On what dimensions might you compare
________ and ________ ?
Which one is the biggest/oldest/tallest?
Inference
Hypothesize what will happen if ________ .
Predict what will happen if ________ .
Apply the rule to ________ .
Solve the problem ________ .
Predict how the story ________ will end.
What is the main idea of the story ________ ?
What is the overall theme of ________ ?
What is the moral of the story?
Develop of plan to ________ .
Propose and describe an invention that fills
some need.
Write a research paper on ________ .
Based on your readings, what can you
conclude about ________ ?
What was the author's point of view?
Solve a logic puzzle.
What if ________ ?
What rule applies here?
What generalization can you make from this
information?
Create a ________ .
Design a ________ .
Propose a solution to the problem of _______
.
Evaluation
Was ________ worth the costs? Explain your
answer.
Was the argument convincing? What makes
you think so?
Did ________ behave appropriately? Why?
What would you have done in this situation?
Why?
Write a critique of ________ .
Was this experiment well designed? Defend
your answer.
Judge which is the best solution to the
problem of ________ ? Why do you think so?
How well are the conclusions supported by the
data/ facts/evidence? Explain.
Did ________ choose a wise course of
action? Give reasons.
Apply a scoring rubric to this piece of work.
Explain why you are assigning each score.
What would you have done in this situation?
Why?
Review a book, performance, or exhibit.
Justify your evaluation.
Which ________ is the best? Why do you
think so?
Whose arguments/evidence was more
convincing? Why?
If you were the judge, what would your
decision be? Why?
Give and justify your opinion on ________ .
**## 1-HigherOrderThinkingSkillsAssignmentInstructions125.docx**
EDCO 725
**Higher Order Thinking Skills Assignment Instructions**
· Present the assignment in a formal APA paper (APA 7).
· Historically, page lengths have varied from a few pages to 10-15 pages.
· There is no suggestion of a minimum or maximum page length; length will vary based on your topic.
· Please ensure that you fully complete the parameters mentioned below.
**Overview**
The week three content includes
**_higher order thinking skills_** (HOTS) along with
**_active learning/teaching strategies._** *
Incorporating higher-order thinking skills (HOTS) is an essential component in “teaching to think” and critical for adult learning and especially graduate level learning. This exercise will give you practice in incorporating HOTS into active learning/teaching strategies for your own proposed teaching demonstration.
**Instructions**
In your own mind, review the highest levels of thought per Bloom and Anderson and Krathwohl’s revision of Bloom’s Taxonomy—
_application, analysis, evaluation, creation_.
Choose ONE of the critical thought levels and design a teaching activity for that thought level that would fit your own teaching topic and teaching demonstration that you will submit in the
**Class Project: Teaching Demonstration Assignment**. Please note that your
**Class Project: Teaching Demonstration Assignment** will require more than one active learning/teaching strategy, but you will get practice in developing one of those for this assignment.
Use the class handout which lists sample questions and below you will find a few suggested learning activities for two levels of higher thought. An internet search will also suggest numerous other activities for the various thought levels. Please also review the explanations of several active learning strategies to which you have been introduced in all three of our class texts (below).
So, for example, if your topic is exploring the counseling approaches used for combat veterans with PTSD, you might set up a debate to argue the strengths and weaknesses of two therapeutic approaches. Or you might introduce a case to use for a new therapeutic application and have students argue the value or disadvantages of the new therapy approach.
In this assignment, provide adequate detail about how you would develop the learning activity. Provide the actual cases, for instance, if those are used, and suggest the penetrating questions that would guide the discussion. Justify your choice of activity. Why was your active learning strategy a great way to evaluate, analyze, apply, etc. with regard to your teaching topic? Draw broadly from the class sources to support your conclusions and cite per APA.
Present the assignment in a formal APA paper (APA 7). Historically, page lengths have varied from a few pages to 10-15 pages. While we don’t suggest a minimum/maximum page length, your assignment length will vary based on your topic. Just make sure that you fully complete the assignment parameters mentioned above.
*
**Active learning/teaching strategies**
All three class texts mentioned active learning/teaching strategies, vs. traditional lecture, which can be very passive. Here are some of the active learning strategies to which you are introduced in class:
• Cases analysis/application
• Examination of viewpoints
• Devil’s advocate
• Scenario analysis
• Discussion technique and questions (Svinicki & McKeachie have excellent content on this as well as Brookfield; the class content on using discussion for active learning was rich in detail and suggestions)
• Think/pair/share
• Assumption inventory and analysis
• Point/counter-point
• Critical conversations protocol
• Critical incidents exploration
• Simulations/games, etc.
• Questions formulation techniques
• Peer questioning
• Project based learning
• Peer teaching –several strategies mentioned in the class sources
• Team based learning—several strategies in Svinicki & McKeachie
• Cold calling
• Speaking in tongues
Etc.
**
**Proposed teaching activities for the higher thought levels:** (several of the active learning/teaching strategies mentioned above could be developed for these possible ideas)
**Analysis:**
· Distinguish the strengths and weakness of a proposed therapy for X diagnosis.
· Design a questionnaire to gather information for research on an application of a counseling theory
· Produce support for two sides of a controversial topic in Christian counseling
· Produce a flow chart to show critical stages of the effects of AES
· Make a family tree to show relationships between pathologies within an extended family
**Evaluation:**
· Develop a list of criteria to judge the value of a new therapy for an unusual application
· Conduct a debate about clinician choices regarding sensitive social issues in a Christian counseling setting
· Prepare a case which illustrates the complexities of a controversial counseling topic
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Page 1 of 3
**AndersonandKrathwohlActionVerbs.docx**
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**ActiveLearningStrategiestoPromote.pdf**
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**QuestionstoUsewithBloomsTaxonomy.docx**
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