# data[].attributes.body
Interactive presentations, live polls, quizzes & word clouds

# data[].attributes.body
Interactive video lessons - questions can be embedded in the video

# data[].attributes.headline
Types of Assessments that Promote Retention

# data[].attributes.subject
Types of Assessments that Promote Retention

# data[].attributes.attachment_link.readable_text
If we hope to construct enduring understanding in our students, it's critical that, now more than ever, we know their strengths and interests. By incorporating students' strengths and weakness into authentic learning experiences from the beginning of each unit, while at the same time including opportunities for feedback, metacognition and revision, we promote a variety of cognitive and emotional benefits that can lead to academic success.

For example, students with interpersonal learning strengths find that cooperative group work increases perseverance. Students with artistic, computer, dramatic or organizational skills benefit from appropriate opportunities to engage in building knowledge through their strengths and interests.

It follows that assessments should also provide opportunities for each student's unique learning strengths to access his or her highest performance success level. A variety of assessment modalities and some student choice in assessment type can bring students to the assessment with less anxiety, increasing the positive learning experience as well as providing the opportunity for them to demonstrate what they know -- not simply what they memorized, forgot or never learned.

The First 3 Assessment Forms

What Might These Look Like?

These should be assessments that students prepare and the teacher can alter so that the answers are not just memorized. For example, in a history unit, after studying the different agricultural products in the northern and southern colonies, the self-test questions a student writes might be:

What were the crops from the colonies in the north and from the south?

How are the climates, land and water supply different in one northern city and one southern city?

When the teacher rewrites the question, it could prompt more analysis and executive function connections if it is rephrased as:

Give an example of how the climate, water supply and soil influenced the agricultural products in one northern and one southern city during the Colonial Era.

In this example, the teacher knows that the student has reviewed the facts necessary to make the higher-level connection and analysis and therefore has the tools for successful higher-level thinking.

4. Projects Pre-Approved by the Teacher

Projects that demonstrate comprehension or mastery of the material covered in the unit can be ideal assessments. They can become the packaging that connects the newly learned patterns of knowledge to related, previously stored knowledge.

To see if the project assessment achieves this end, consider the questions:

Does this assessment examine understanding and not just rote memory?

Is the student called upon to think during the creation of the project?

These projects can include skits, posters, oral presentations, debates, papers or demonstrations that assess understanding apart from rote knowledge. For some units, the projects can be done in pairs or groups, as long as there is a means of assessing each individual student's participation in the final product. This could be through verbal interviews with students individually after the completion or presentation of the project.

What Might This Look Like?

A project example for a unit of study about modern Europe would have students select a country and simulate travel to that country, including finding out how to get passports and visas, what the passport oath is, what clothing to bring, and what hotels are near the important historic or cultural places they plan to visit.

They can also identify the money exchange rate, create a budget, establish the location of cities in their country to visit along a travel route, memorize useful phrases in the national language, and understand cultural behaviors appropriate to that country. They might also create a menu, a travelogue, cook a meal, or prepare a "scrapbook" with pictures from the Internet and descriptions of their "visits" to these places.

5. Revision and Retests to Build Skillsets

Students benefit most from the ongoing assessments that provide corrective feedback and opportunities to use this information, allowing their brains to construct accurate memories. Instead of just a retest, if students first respond to prompts on a test correction sheet, they gain metacognition as well as memory.

What Might This Look Like?

On a test correction sheet in math, the student is asked to find and write down the page number in the textbook where he or she can identify an example of the problem, and then to review that example. Next, the student describes the type of mistake he or she made on the test. Was it an error in simple arithmetic addition? Was it more extensive confusion about the concept of multiplying negative numbers?

After assessing where their understanding was incomplete, students should write what they will do to learn the material (such as meet with the teacher during study hall, review textbook examples before tests, or practice their multiplication tables).

This process shows students how to review text examples to study for future tests, and gives them confidence in their ability to work through challenging problems on their own with the textbook as a resource. The result is a reduction in test anxiety and learned helplessness. They are motivated to do the test correction sheets because they know it is their key to being able to take a retest.

Motivating Students

Long-term memory retention and motivation increase when students keep track of, reflect on, and look back on their learning journey with pleasure. This works even better when you give them opportunities to share that pleasure with others.

How do you know when your assessment has been effective? Please share in the comments section below.

# data[].attributes.attachment_link.title
5 Assessment Forms That Promote Content Retention

# data[].attributes.attachment_link.description
If we hope to construct enduring understanding in our students, it's critical that, now more than ever, we know their strengths and interests. By incorporating students' strengths and weakness into authentic learning experiences from the beginning of each unit, while at the same time including opportunities for feedback, metacognition and revision, we promote a variety of cognitive and emotional benefits that can lead to academic success.

# data[].attributes.body
Obtain live feedback from students using polls

# data[].attributes.attachment_link.title
Host interactive online meetings | Poll Everywhere

# data[].attributes.attachment_link.readable_text
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

# data[].attributes.attachment_link.description
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

# data[].attributes.body
Interactive pictures and videos

# data[].attributes.attachment_link.title
ThingLink: Create unique experiences with interactive images, videos & 360° media

# data[].attributes.attachment_link.description
Easily create interactive and immersive visual experiences for online communication and learning. Start a free trial!

# data[].attributes.body
Live polls, quizzes, word clouds

# data[].attributes.attachment_link.readable_text
It's how you include everyone
in your meetings

Slido gives you everything you need to engage your participants, capture their views and make everyone feel connected - whether you're running a team call, training or an all-company meeting.

Intuitive and easy

The attendees can join without any logins or downloads, and the setup for hosts takes only minutes.

5+ polling options

With Slido's 5 types of polls, Q&A, quizzes and surveys, you can engage your participants in a variety of ways.

Get started for free

Start with our forever-free Basic plan, or get more from Slido for only €10 per month.

# data[].attributes.attachment_link.description
Slido is the ultimate Q&A and polling platform for live and virtual meetings and events. It offers interactive Q&A, live polls and insights about your audience.

# data[].attributes.headline
Four Learning Science Strategies Proven to Boost Understanding

# data[].attributes.subject
Four Learning Science Strategies Proven to Boost Understanding

# data[].attributes.attachment_link.title
4 Learning Sciences Strategies Proven To Boost Understanding | ISTE

# data[].attributes.attachment_link.description
The learning sciences offer tools and frameworks that educators can use to intentionally design, implement and assess instruction and learning. Here are four strategies that have been shown to improve learning.

# data[].attributes.attachment_link.provider_name
Patricia Furstenberg, Writer of Historical Fiction, Children's Books - Travel via Stories

# data[].attributes.attachment_link.title
The Six Principles That Move Mind, Brain, Education, MBE - Patricia Furstenberg, Writer of Historical Fiction, Children’s Books

# data[].attributes.attachment_link.description
The Six Principles That Move Mind, Brain, Education, MBE, ITSI SA. Education, the limits of the human brain. What are the limits of the human brain? How do we learn best? How can we aid and support our children in reaching their full potential as students? Throughout the centuries, great teachers have been guided by

# data[].attributes.attachment_link.description
The understanding of how one thinks and learns. It involves planning, monitoring, assessing and adapting one's efforts to learn, understand and perform. Metacognition practices increase one's level of awareness of his/her/their strengths and weaknesses.

# data[].attributes.body
Interactive quizzes

# data[].attributes.attachment_link.title
Kahoot! | Learning games | Make learning awesome!

# data[].attributes.attachment_link.description
Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

# data[].attributes.headline
SUNY Online Course Quality Review Rubric

# data[].attributes.subject
SUNY Online Course Quality Review Rubric

# data[].attributes.attachment_link.readable_text
To help campuses ensure that their online courses are learner centered and well designed, a team of SUNY staff and campus stakeholders has designed the OSCQR rubric, a customizable and flexible tool for online course quality review.

The OSCQR rubric specifically targets online course design. The OSCQR rubric is unique and differs from other online course quality rubrics in several ways. It is not restricted to mature online courses. The rubric can be used formatively with new online faculty to help guide, inform, and influence the design of their new online courses, and, it is non-evaluative.

Conceptually, the rubric and the online course review and refresh process are implemented as a professional development exercise designed to guide online faculty to use research-based effective practices and standards to improve the quality, effectiveness, and efficiency of their online course design, rather than as an online course evaluation, or quality assurance procedure.

# data[].attributes.attachment_link.title
OSCQR - SUNY Online Course Quality Review Rubric

# data[].attributes.attachment_link.description
To help campuses ensure that their online courses are learner centered and well designed, a team of SUNY staff and campus stakeholders has designed the OSCQR rubric, a customizable and flexible tool for online course quality review. The OSCQR rubric specifically targets online course design.

# data[].attributes.attachment_link.title
Downloadable Materials - The Learning Scientists

# data[].attributes.attachment_link.description
Please use our materials and pass them along to others for educational purposes! We ask that you attribute us when you use the materials, and that you do not use portions of the materials or remove information from the materials. The materials may not be used commercially.

# data[].attributes.attachment_link.provider_name
Center for Teaching and Learning | Wiley Education Services

# data[].attributes.attachment_link.title
Principles of Multimedia Learning - Center for Teaching and Learning | Wiley Education Services

# data[].attributes.attachment_link.description
Multimedia materials are everywhere now. Check out these tips for how to harness the power of multimedia learning in your online classroom.

# data[].attributes.attachment_link.readable_text
The QM Quality Assurance System - Deliver the Promise

Continuous. Centered. Collegial. Collaborative. The QM Quality Assurance System relies on these core principles to create a culture of continuous improvement so you deliver on your promise day after day, semester after semester. Keeping learners engaged is different in online courses. Getting them past the "packaging"- the mechanics of the course - so they can focus on content and learning objectives can be a challenge. That's where our research-supported Rubrics and Standards really shine: they provide objective, evidence-based ways to evaluate the components of online learning. The commitment? It's significant. The impact? Substantial!

Exclusive Rubrics and Standards - Frame the Promise

General Standards and Specific Review Standards are the benchmarks for evaluating the design of online and blended courses. Research-supported, grounded in best-practices and fully annotated, these standards are the keys to achieving the goals of ensuring quality for learners - and for you to deliver on your promise to them. Paid membership gives you access to the annotated Rubric Standards relevant to your online learning courses or continuing and professional education training. You can even build your own Rubric to conduct a Custom Review. When you're ready to step beyond course design, QM has Standards and a process for certifying Program quality.

Expert Peer Review - Expand the Promise

Paid membership provides access to a secure system that includes review tools for guiding the process and achieving your quality assurance goals. Coupled with the appropriate Rubric Standards, our unique, expert peer review system uses collaboration and targeted feedback to assess quality. The focused documentation and discovery help prioritize areas for improvement in meeting QM Standards and, optimally, gaining QM certification.

Members select the type of Course Review to conduct based on quality assurance goals, membership type and their implementation plan. Depending on the needs of your organization, you might begin with an Internal Review. While QM has developed many review tools to aid the improvement of courses, only an Official Review (either conducted by QM or by eligible member institutions) can result in QM Certification. When course certification is the goal, QM-certified peer reviewers who undergo rigorous training and certification keep you on track to deliver your promise to learners.

Comprehensive Professional Development - Reinforce the Promise

Our professional development is unique in that it supports what's needed to deliver the promise of online learning: workshops for course improvement and using the QM Rubrics, QM certifications for reviewers, and workshops focused on teaching online. Our goal is to help educators broaden and develop their skill sets. Whether it's improving or designing courses and programs, improving content delivery, updating materials...or earning a QM Certification as a reviewer or facilitator, we have a variety of professional development options for teams and individuals.

# data[].attributes.attachment_link.description
Continuous. Centered. Collegial. Collaborative. The QM Quality Assurance System relies on these core principles to create a culture of continuous improvement so you deliver on your promise day after day, semester after semester. Keeping learners engaged is different in online courses.

# data[].attributes.attachment_link.readable_text
Check here regularly for recent and featured essays from James Lang. You'll always find links to some of his most popular essays, such as "The First Five Minutes of Class" and "How to Teach a Good First Day of Class," both perennial favorites with readers at the Chronicle of Higher Education. But his most recent essay from the Chronicle, as well as at least one work from a different publication, will be rotated into this page on a regular basis.

# data[].attributes.attachment_link.description
Check here regularly for recent and featured essays from James Lang. You'll always find links to some of his most popular essays, such as "The First Five Minutes of Class" and "How to Teach a Good First Day of Class," both perennial favorites with readers at the Chronicle of Higher Education.

# data[].attributes.headline
Collection of websites for UDL resources

# data[].attributes.subject
Collection of websites for UDL resources

# data[].attributes.attachment_link.readable_text
Today's classrooms are more diverse than ever. Students see, hear, speak, move, read, write, understand English, organize, engage, and remember in so many different ways. At the same time, current law and contemporary teaching practices not only expect and encourage education in inclusive settings, but they also require evidence of it. So, to meet the needs of the widest range of students, what should teachers consider when planning their instruction? That question is at the heart of the Universal Design for Learning (UDL) approach.

UDL provides a framework to create and implement lessons with flexible goals, methods, materials, and assessments that support learning for all students. Materials and tools to support UDL instruction may be created by publishers, education technology providers, state education agencies, school districts, or teachers, among others. No matter the source or format, by presenting content in a variety of ways, UDL can help teachers ensure that learning is accessible to all students, regardless of their learning needs and preferences.

Luckily, there are plenty of resources readily available to help you incorporate a UDL approach in your classroom. Not quite sure where to begin? We've compiled some of our favorite (and free!) websites, portals, and online tools to help you get started!
Universal Design for Learning Implementation and Research Network (UDL-IRN) Instructional Planning Process
The UDL-IRN is one of the premier organizations supporting the adoption of UDL approaches. Its website has tons of great resources, including UDL research, professional networking, credentialing, and much more, but this instructional-planning document provides an especially valuable outline of what the design process should look like when creating UDL lesson plans.
Kentucky Department of Education (KDE) Universal Design for Learning
The KDE is doing great work to promote UDL implementation. Its UDL homepage offers general information on understanding the framework, as well as an extensive list of lesson-planning materials and fully built lesson plans.
CAST UDL Exchange
The Center for Applied Special Technology ( CAST) is organization of education researchers who originally developed UDL. The CAST UDL Exchange is designed to be a networking hub for educators following the UDL framework. This hub offers resources, lesson plans, and collections for educators to access, share, and repurpose to support classroom instruction guided by the UDL principles.
CAST Model UDL Lesson Plans
Another great resource from CAST, this lesson-plan builder also offers a few easy-to-access, ready-to-use lesson plans to implement in the classroom. Plus, commentary and explanations from the teachers who created the plans are included!
Durham College Centre for Academic and Faculty Enrichment (C.A.F.E.) UDL Home Page
The C.A.F.E. (more commonly known as the Enrichment Centre) at Durham College in Ontario, Canada, was actually created as a portal for the college's faculty-but the site has a library of great UDL resources that are applicable to any educator following the approach, including research, lesson plans, and graphic organizers.
The UDL Project Tools & Lessons
The UDL Project is a research undertaking originally started by a team of elementary teachers passionate about the framework. While the team has wrapped up its research, it continued to curate resources and guidance on implementing UDL. Check out the site's UDL Tools & Lessons section for helpful classroom tools for all grades and lessons for K-5 language arts and math.

Looking for even more UDL insights? Check out this blog post: Applying Universal Design for Learning in the Classroom: An Educator's Thought Process!

# data[].attributes.attachment_link.title
Lesson Planning for UDL: 6 Websites to Explore for Ideas, Explanations, and Inspiration

# data[].attributes.attachment_link.description
Luckily, there are plenty of resources readily available to help you incorporate a UDL approach in your classroom. Not quite sure where to begin? We've compiled some of our favorite (and free!) websites, portals, and online tools to help you get started!

# data[].attributes.attachment_link.readable_text
Visualize your ideas in a new and collaborative way

Unleash your team's creativity with Jamboard. Sketch your ideas whiteboard-style while benefiting from the access and connectivity of an interactive canvas, on mobile, or right from your web browser. Drop images, add notes, and pull assets directly from the web while collaborating with team members from anywhere.

# data[].attributes.attachment_link.title
Google Jamboard: Interactive Business Whiteboard | Google Workspace

# data[].attributes.attachment_link.description
Visualize your ideas in a new and collaborative way Unleash your team's creativity with Jamboard. Sketch your ideas whiteboard-style while benefiting from the access and connectivity of an interactive canvas, on mobile, or right from your web browser. Drop images, add notes, and pull assets directly from the web while collaborating with team members from anywhere.

# data[].attributes.attachment_link.readable_text
As you receive information, the senses pass some of it onto your working memory, while some is ignored (you can't take in every detail in your field of vision!).

Your working memory might rehearse the information for clarity (or not), then it's processed (or encoded) into your long-term memory. The same is true in reverse, when you recall information that you want to use.

Your working memory acts like a gatekeeper, as it works hard to filter all the information it receives and decides which to keep.

Unfortunately, working memory isn't that large (some people have said it's like the RAM on a computer, whereas the long-term memory is like a hard drive). So working memory can suddenly become a bottleneck when it hits its processing limit.

When our students are learning in our lessons, there are several ways that we can overload their working memory. Let's look at the different ways this can happen.

Types of Cognitive Load

Sweller noted that cognitive load types fall into three broad types.

1. Intrinsic Cognitive Load

Intrinsic cognitive load is how complicated the topic or task is. Calculus is innately more difficult than simple addition, and most would agree that the present simple is easier to grasp than the third conditional. The intrinsic load is higher in these tasks because the complexity is higher.

2. Extraneous Cognitive Load

Think of extraneous cognitive load as extra information that distracts from the key information you want to get across. Too much information, too confusing, or unnecessary information.

We see this in the classroom as overly complex or badly designed materials, or a noisy environment (or even overly complex teacher instructions).

3. Germane Cognitive Load

Germane cognitive load looks at how easy it is for students to link their current knowledge to the additional information. It's part of the processing that takes place as the brain encodes the information into the long-term memory.

5 Principles to Reduce Cognitive Load in the Classroom

Richard E. Meyer developed these in a 2002 paper. Remember them when you're planning your lessons and in the classroom!

1. The Coherence Principle

Reduce the amount of information to only what's necessary. Keep things simple and clear, and focus on clarity over style.

This typically applies to two key areas in a class:

- Materials (where possible!). Don't write unnecessary instructions. Make sure images are clear and unambiguous.

- Teacher Talk (e.g. giving instructions). Grade your language to their level. Don't overload students with too much information when you speak. Leave room to think when you ask them a question.

Top tip: differentiation is a key strategy in managing intrinsic cognitive load in the classroom.

2. The Signalling Principle

Highlight important information somehow. Draw attention to it. Applies to both spoken and written information.

Top tip: when you speak, alter your pacing. Pause dramatically. Whatever you do, don't speak in a monotone at all times.

3. The Redundancy Principle

A classic example for this is reading the information from a screen.

While it might be necessary to present information in different formats for your students, do it because they might need it, not because of lazy teaching.

Top tip: don't keep repeating instructions when students already 'get it'. Same for language points that they've already mastered.

4. Spatial Contiguity

Show things related to each other, close together (or at least show that they're linked).

For materials, if you're labelling a diagram, you try not to add the label three pages after the image. Make sure related items are close together.

Top tip: use your common sense about linking items and their meanings close together!

5. Temporal Contiguity

The same as (4), but with time instead of space. So link related concepts close together, without leaving large time gaps in between. In conversation, you wouldn't suddenly jump to a topic from 10 minutes ago without warning and expect students to understand!

Top tip: when presenting language to learners, it's better to present linked items (I.e. an image of an item and the name of that item) together, as soon as possible.

For both temporal and spatial aspects, it helps to present language in context. This is fantastic for helping with germane cognitive load, as it automatically links the information to a relatable situation.

Final Tip

Don't make things too simple!

I've seen teachers go to extremes and make things so simple that it affects clarity. Materials that are too simple become hard to understand because they're ambiguous. Overly simplified spoken language can become grammatically incorrect, or be a bad language model.

The key is moderation!

Good luck with integrating cognitive load theory into your planning and classroom, drop me a comment below to let me know how it goes!

# data[].attributes.attachment_link.title
What is Cognitive Load Theory? - Barefoot TEFL Teacher

# data[].attributes.attachment_link.description
Cognitive load theory explains how we process and remember information, and how too much (or too complex) information is harmful to learning. In this article we'll look at cognitive load in our lessons, and 5 principles to reduce cognitive load for our students.

# data[].attributes.headline
Bloom's Taxonomy & Higher Order Thinking

# data[].attributes.subject
Bloom's Taxonomy & Higher Order Thinking

# data[].attributes.attachment_link.readable_text
Many students start college using the study strategies they used in high school, which is understandable-the strategies worked in the past, so why wouldn't they work now? As you may have already figured out, college is different. Classes may be more rigorous (yet may seem less structured), your reading load may be heavier, and your professors may be less accessible. For these reasons and others, you'll likely find that your old study habits aren't as effective as they used to be. Part of the reason for this is that you may not be approaching the material in the same way as your professors. In this handout, we provide information on Bloom's Taxonomy-a way of thinking about your schoolwork that can change the way you study and learn to better align with how your professors think (and how they grade).

Why higher order thinking leads to effective study

Most students report that high school was largely about remembering and understanding large amounts of content and then demonstrating this comprehension periodically on tests and exams. Bloom's Taxonomy is a framework that starts with these two levels of thinking as important bases for pushing our brains to five other higher order levels of thinking-helping us move beyond remembering and recalling information and move deeper into application, analysis, synthesis, evaluation, and creation-the levels of thinking that your professors have in mind when they are designing exams and paper assignments. Because it is in these higher levels of thinking that our brains truly and deeply learn information, it's important that you integrate higher order thinking into your study habits.

The following categories can help you assess your comprehension of readings, lecture notes, and other course materials. By creating and answering questions from a variety of categories, you can better anticipate and prepare for all types of exam questions. As you learn and study, start by asking yourself questions and using study methods from the level of remembering. Then, move progressively through the levels to push your understanding deeper-making your studying more meaningful and improving your long-term retention.

Level 1: Remember

This level helps us recall foundational or factual information: names, dates, formulas, definitions, components, or methods.

Level 2: Understand

Understanding means that we can explain main ideas and concepts and make meaning by interpreting, classifying, summarizing, inferring, comparing, and explaining.

Level 3: Apply

Application allows us to recognize or use concepts in real-world situations and to address when, where, or how to employ methods and ideas.

Level 4: Analyze

Analysis means breaking a topic or idea into components or examining a subject from different perspectives. It helps us see how the "whole" is created from the "parts." It's easy to miss the big picture by getting stuck at a lower level of thinking and simply remembering individual facts without seeing how they are connected. Analysis helps reveal the connections between facts.

Level 5: Synthesize

Synthesizing means considering individual elements together for the purpose of drawing conclusions, identifying themes, or determining common elements. Here you want to shift from "parts" to "whole."

Level 6: Evaluate

Evaluating means making judgments about something based on criteria and standards. This requires checking and critiquing an argument or concept to form an opinion about its value. Often there is not a clear or correct answer to this type of question. Rather, it's about making a judgment and supporting it with reasons and evidence.

Level 7: Create

Creating involves putting elements together to form a coherent or functional whole. Creating includes reorganizing elements into a new pattern or structure through planning. This is the highest and most advanced level of Bloom's Taxonomy.

Pairing Bloom's Taxonomy with other effective study strategies

While higher order thinking is an excellent way to approach learning new information and studying, you should pair it with other effective study strategies. Check out some of these links to read up on other tools and strategies you can try:

Other UNC resources

If you'd like some individual assistance using higher order questions (or with anything regarding your academic success), check out some of your UNC resources:

Academic Coaching: Make an appointment with an academic coach at the Learning Center to discuss your study habits one-on-one.

Office Hours: Make an appointment with your professor or TA to discuss course material and how to be successful in the class.

Works consulted

Anderson, L. W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Wittrock, M.C (2001). A taxonomy of learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York, NY: Longman.

"Bloom's Taxonomy." University of Waterloo. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/planning-courses-and-assignments/course-design/blooms-taxonomy

"Bloom's Taxonomy." Retrieved from http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf

Overbaugh, R., and Schultz, L. (n.d.). "Image of two versions of Bloom's Taxonomy." Norfolk, VA: Old Dominion University. Retrieved from https://www.odu.edu/content/dam/odu/col-dept/teaching-learning/docs/blooms-taxonomy-handout.pdf

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.
You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Learning Center, University of North Carolina at Chapel Hill

If you enjoy using our handouts, we appreciate contributions of acknowledgement.
Make a Gift

# data[].attributes.attachment_link.title
Higher Order Thinking: Bloom's Taxonomy - Learning Center

# data[].attributes.attachment_link.description
Many students start college using the study strategies they used in high school, which is understandable-the strategies worked in the past, so why wouldn't they work now? As you may have already figured out, college is different. Classes may be ... Read more