Transcript Critical thinking, literacy and communication in schools

Critical thinking, literacy and
communication in schools
 Bloom’s Taxonomy
 Concept Mapping
 Defining Literacy
 Communicating with Parents, Students and
Paraprofessionals
Bloom’s Taxonomy
 classification system developed in 1956 by
education psychologist Benjamin Bloom
 focus on 3 major domains of learning:
cognitive, affective, and psychomotor
 six cognitive levels: knowledge,
comprehension, application, analysis,
synthesis, and evaluation,
 outlines a continuum of sophistication from
basic knowledge-recall skills to the highest
level, evaluation.
Bloom’s Taxonomy
 Modified in 1990’s by Lorin Anderson as …
Bloom’s Taxonomy
 Compare this photo with one of three boys from today of the same age.
How are their lives similar? How are they different
Critical thinking, literacy and
communication in schools
 What is happening in this picture? Why are these boys dressed like
this?
Critical thinking, literacy and
communication in schools
 List of verbs describing the categories  U.S. Department of the Interior, U.S.
Geological Survey
URL: http://pubs.usgs.gov/of/1998/of98805/lessons/chpt4/taxon.htm
Concept Maps
 Brain research suggests learning and
connections are easier when “visible”
 Mind or concept maps make abstract ideas
visible and concrete
 Connect prior knowledge and new concepts
 Provide structure for thinking, writing,
discussing, analyzing, planning and reporting
 Focus thoughts and ideas, leading to
understanding and interpretation
Concept map example
Concept mapping
 Concept maps are a form of tool known as graphic organizers
which are visual illustrations to help students establish and learn
connections between concepts.
 Activity – in groups of five design a concept map that outlines
what you need to do in “planning an event” – i.e. field trip, sports
event, class project, cleaning your garage.
Reproducible concept maps available at –
www.2learn.ca/construct/graphicorg/concept/conceptmapindex.htm
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Communicating with students, parents
and others in school settings
 Active and effective listening – an essential part of
communication with parents and students
 means paying attention to a person’s words and body
language (facial expressions, eye contact, posture,
voice tone, and gestures).
 If the listener lacks interest, has a closed mind,
becomes distracted, or interprets the message
incorrectly, the communication is ineffective. The
listener and the sender are equally responsible for
effective communication.
Communication – Active listening
steps
 Be involved, make eye contact and minimize external distractions
 Respond appropriately to show that you understand
 Focus solely on what the speaker is saying - try not to think about
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what you are going to say next.
Minimize internal distractions – don’t let your own thoughts keep
you from listening - continuously re-focus your attention on the speaker
Keep an open mind - wait until the speaker finishes before deciding
that you disagree - try not to make assumptions about what the
speaker is thinking.
Don’t make it about you – don’t jump in with how you handled a
similar situation - unless someone asks for advice, assume they just
need to talk.
If a speaker is launching a complaint against you, wait until they
finish - the speaker will feel as though the point had been made and
won’t feel the need to repeat it, and you’ll know the whole argument
before you respond. Research shows that, on average, we can hear
four times faster than we can talk, so we have the ability to sort ideas as
they come in…and be ready for more.
Communication in schools – listening
quiz
 Who Did It? – A listening mystery.
 I will read a paragraph to you and then ask a series
of questions - answer True if the observation is
definitely true, False if the observation is definitely
false, and Don’t Know if the observation may be
either true or false.
Critical thinking, literacy and
communication in schools
 A well-liked college teacher had just completed
making up the final examinations and had turned off
the lights in the office. Just then a tall, dark, broad
figure appeared and demanded the
examination. The professor opened the drawer.
Everything in the drawer was picked up and the
individual ran down the corridor. The dean was
notified immediately.
Critical thinking, literacy and
communication in schools
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1. The thief was tall, dark, and broad.
2. The professor turned off the lights.
3. A tall figure demanded the examination.
4. The examination was picked up by someone
5. The examination was picked up by the professor.
6. A tall, dark figure appeared after the professor
turned off the lights in the office.
7. The man who opened the drawer was the professor.
8. The professor ran down the corridor.
9. The drawer was never actually opened.
10. In this report three persons are referred to.