Understanding Cognitive Development Levels for Instructional Design in North Carolina - Pr, Study notes of School management&administration

Download Understanding Cognitive Development Levels for Instructional Design in North Carolina - Pr and more Study notes School management&administration in PDF only on Docsity! ELED 3110 Instructional Design 1 North Carolina Thinking Skills The North Carolina Levels of Thinking organize the cognitive skills used in learning into a framework for developing curriculum, instruction, assessment, and professional development. They involve learners in using different levels of thinking so that they can develop a wide range of cognitive skills. This taxonomy was adapted based upon Marzano, Dimensions of Thinking, and is used by the North Carolina Department of Public Instruction in developing the Standard Course of Study and items for end-of-grade tests. Here are the seven levels in the North Carolina Thinking Skills in order from lowest to highest: Category Definition Knowing When content is new, students must be guided in relating the new knowledge to what they already know, organizing and then using that new knowledge. Knowledge can be of two types: Declarative (i.e., attributes, rules) or procedural (skills and processes). Items of this type are factual and content- specific. [See further definition, key action words, and examples of trigger questions for knowledge.] Organizing Organizing is used to arrange information so it can be understood. This is a higher level way of expressing what Bloom referred to as comprehension.  Comparing identifies similiarities and differences between or among entities.  Classifying groups of items into categories on the basis of attributes.  Ordering sequences or ordering entities acccording to a given criterion.  Representing changes in the form of the information to show how critical events are related (visual, verbal, and symbolic). [See further definition, key action words, and examples of trigger questions for organizing.] Applying Applying requires demonstration of prior knowledge within a new situation. Application is based on an individual's ability to apply previous learning to a new or a novel situation without having to be shown how to use it. The task is to bring together the appropriate information, generalization or principles (declarative and procedural knowledge) that are required to solve a problem. [See further definition, key action words, and examples of trigger questions © Leigh Ausband, Ed.D., 2006 ELED 3110 Instructional Design 2 for applying.] Analyzing Analyzing clarifies existing information by discovering and examining parts/relationships.  Identifying attributes and components refers to recognizing and articulating the parts that together constitute a whole.  Identifying relationships and patterns refers to recognizing and articulating the interrelationships among components (causal, hierarchical, temporal, spatial, correctional, or metaphorical; equivalence, symmetry, and similarity; difference, contradiction, and exclusion). [See further definition, key action words, and examples of trigger questions for analyzing.] Generating Generating constructs a framework of ideas that holds new and old information together. The step of inference could also be seen as the first step of what Bloom called synthesis or Marzano called integrating.  Inferring refers to going beyond the available information to identify what reasonably may be true.  Predicting refers to assessing the likelihood of an outcome based on prior knowledge of how things usually turn out.  Elaborating involves adding details, explanations, examples, or other relevant information from prior knowledge in order to improve understanding (explanations, analogies, and metaphors). [See further definition, key action words, and examples of trigger questions. g for generating.] Integrating Integrating connects or combines prior knowledge and new information to build new understandings. Bloom called this synthesis.  Summarizing refers to combining information effectively into a cohesive statement. It involves condensing information, selecting what is important (and discarding what is not), and combining logical text proportions.  Restructuring refers to changing existing knowledge structure to incorporate new information. New information and prior knowleldge are connected, combined and incorporated into a new understanding. [See further definition, key action words, and examples of trigger questions for integrating.] Evaluating Evaluating requires assessing the appropriateness and quality of ideas. © Leigh Ausband, Ed.D., 2006