https://padlet.com/lyonsbrenna/na1mpi0gw308 #10 en-us 2018-04-02 14:49:12 UTC 2018-04-02 15:17:40 UTC hello@padlet.com lyonsbrenna https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247823767 There are four depth of knowledge levels: (1) recall and reproduction, (2) skills and concepts, (3) strategic thinking and reasoning, (4) extended thinking. ]]> 2018-04-02 14:53:10 UTC https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247823767 lyonsbrenna https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247824213 A study found that 80% of tests do not ask students questions that make them apply and go outside of the recall skill. It is memorizing and remembering. This is a lower level of thinking. ]]> 2018-04-02 14:54:37 UTC https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247824213 lyonsbrenna https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247824238 There are four different knowledge dimensions according to the Revised Bloom's Taxonomy. They are, (1) factual knowledge, (2) conceptual knowledge, (3) procedural knowledge, and (4) metacognitive knowledge. ]]> 2018-04-02 14:54:41 UTC https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247824238 lyonsbrenna https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247824254 Each of the knowledge dimensions in the revised Bloom's Taxonomy are all focused on different types of knowledge. For example, part of factual knowledge is being able to recall facts. ]]> 2018-04-02 14:54:45 UTC https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247824254 lyonsbrenna https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247828280 By understanding the different types of knowledge levels and dimensions you can keep this in consideration while lesson planning. ]]> 2018-04-02 15:06:01 UTC https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247828280 lyonsbrenna https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247828298 Using the model to make students apply themselves more than just using recall for questions.]]> 2018-04-02 15:06:05 UTC https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247828298 lyonsbrenna https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247828314 Understanding why we do what we do in class. It is to teach us to use different levels and dimensions of knowledge so we now how to do the same with our students. ]]> 2018-04-02 15:06:08 UTC https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247828314 lyonsbrenna https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247828360 Looking at these tests/quizzes that the teacher gives to see what types of questions are asked.]]> 2018-04-02 15:06:15 UTC https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247828360 lyonsbrenna https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247828386 Observing to see if the teacher assesses students during class by making them do more than just recall information. ]]> 2018-04-02 15:06:20 UTC https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247828386 lyonsbrenna https://padlet.com/lyonsbrenna/na1mpi0gw308/wish/247828422 https://www.theatlantic.com/education/archive/2013/09/when-memorization-gets-in-the-way-of-learning/279425/

I found this article particularly interesting because he talks about why memorization does not help students. He even believes in giving his kids a cheat sheet for formulas and goes on to explain why. Students will memorize things but have no knowledge or reasoning behind the answer that they will spit out. 

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