1. Applying Models of
Thinking
An Informative Parental
Presentation

2. Dear Parents,
Thank you for allowing me to
touch your children’s lives on this
educational journey. The purpose
of this presentation is to show you
how the models of thinking are
applied.
Sincerely,
Miss Dozier

3. You will understand how to
apply……..
 Bloom’s Taxonomy of Thinking Skills
 Demonstrated Thinking Skills
 Bloom’s Revised Taxonomy in
Project Planning and Assessment
 Marzano’s Dimensions of Learning
 Costa and Kallick’s 16 Habit of Mind

4. Bloom’s Taxonomy of
Thinking Skills: Processes
Cognitive
Processes
 REMEMBER:
Produce the right
information from
memory.
 UNDERSTAND:
Make meaning
from educational
materials or
experiences.
 APPLY: Use a
procedure.

5. Bloom’s Taxonomy of
Thinking Skills: Processes
 ANALZE: Break a concept down
into its parts and describe how
the parts relate to the whole
 EVALUATE: Make judgments
based on criteria and standards
 CREATE: Put pieces together to
form something new or
recognize components of a new
structure

6. Bloom’s Taxonomy of
Thinking Skill: Dimensions
Knowledge Dimensions
 FACTUAL
KNOWLEDGE: Basic
information Dimensions
 CONCEPTUAL
KNOWLEDGE: The
relationships among
pieces of a larger
structure that make them
function together
 PROCEDURAL
KNOWLEDGE: How to
do something
 METACOGNITIVE
KNOWLEDGE:
Knowledge of thinking in Factual and Conceptual Procedural Metacognitive
general and your thinking
in particular

7. Application of Cognitive
Processes and Knowledge
Dimensions
 6 Cognitive Processes :
o 1. REMEMBER (Examples)
Recognize-True/False
Recall- Reproduce chemical formulas
o 2. UNDERSTAND (Examples)
Interpreting-Draw a diagram (digestive system)
Exemplifying-Name a mammal in our area.
Classifying-Group animals into their proper species.
Summarizing-List the key points in process of
mitosis.
Inferring-Use context clues for unfamiliar words
Comparing-Use a Venn diagram to demonstrate
how plant and animal cells are similar and different.
Explaining-Draw a diagram explaining the two types
of circulation.

8. Application of Cognitive
Processes and Knowledge
Dimensions
o 3. APPLY (Examples)
Executing-Add significant digits
Implementing- Design an experiment to see how
plants grow in different kinds of soil.
o 4. ANALYZE (Examples)
Differentiating- List the important information in a
mathematical word problem and cross out the
unimportant information.
Organizing-Make a diagram showing the way plants
and animals interact in an area.
Attributing-Read letters to determine the author’s
view on an issue.
o 5. Evaluate (Examples)
Checking- Review project plan steps.
Critiquing- Co-develop a rubric and judge if material
meets the criteria

9. Application of Cognitive
Processes and Dimensions
o 6. Create (Examples)
Generating- Generate scientific hypotheses
Planning- Outline a research paper on Darwin’s views on
evolution.
Producing- Build a habitat for local water fowl.
 4 Knowledge Dimensions:
o 1. Factual Knowledge
Knowledge of terminology- Vocabulary terms
Knowledge of specific details and elements-Components of a
food chain
o 2. Conceptual Knowledge
Knowledge of classifications/categories- Species of animals
Knowledge of principles/generalizations- Mendel’s Law of Segregation
Knowledge of theories, models, and structures-Theory of Evolution

10. o 3. Procedural Knowledge
Subject Specific Skills/Algorithms- Procedure for
solving metric problems
Subject Specific Techniques/Methods- Scientific
method
Criteria when to Use the Appropriate
Procedures-Methods for experiments
o 4. Metacognitive Knowledge
Strategic- Reading Comprehension Strategies
Cognitive Tasks-Reading demands of books
Self-Knowledge-Need for diagram to understand
processes

11. Demonstrated Thinking Skills
 Remembering- Defining and listing
 Understanding-Assess, restate, and
identify
 Applying- Calculating using equations,
contrast possibilities, and demonstrate
math/science principles
 Analyzing- Pictures, Tables/Diagrams,
options (discuss), and generalizations
(make)
 Evaluating- Assess validity, support
guesses, and tests guesses
 Creating- Build models, propose new ways,
and work backwards

12. Bloom’s Taxonomy in Project
Planning and Student
Assessment
 2 Videos:
1.Promoting Higher Level Thinking Skills: Using
Bloom's Taxonomy with SoftChalk (Part 1)

http://www.youtube.com/watch?v=6grRsLm8eww
2.Promoting Higher Level Thinking Skills: Using
Bloom's Taxonomy with SoftChalk (Part 1)
 http://www.youtube.com/watch?v=h-vvZbDz09w

13. Applying Marzano’s
Dimensions of Learning
Dimension Title Example
1 Positive Attitudes Classroom
and Perceptions Climate
(Learning) (Accepted by
others; order)
2 Acquisition and *Relate,
Integration organize, and
(Knowledge) retain new
information
* 2 types of
knowledge:
declarative
(facts) and
procedural
(procedures)

14. Dimension Title Example
3 Extension and *Learners: develop
Refinement in-depth
(Knowledge) understanding
(apply/refine)
*Common reasoning
processes (8)
4 Meaningful Students learn best if
Use they need knowledge
(Knowledge) to accomplish a goal
that is meaningful to
them (5 types)
5 Productive Mental habits that will
Habits of Mind enable them to learn
on their own (3)

15. Applying Marzano’s
Dimensions of Learning
 Common Reasoning Processes:
 Classifying — Organization
 Inductive Reasoning — Based on facts, your
conclusion
 Deductive Reasoning — Conclusions can you
draw that must be true
 Analyzing Errors — How is this information
misleading
 Constructing Support — Argument that supports
claim
 Abstracting — Other situations this can apply to
 Analyzing Perspectives —Reasoning behind
this perspective
 Comparing — Alike

16. Meaningful Uses
Students learn best when doing
the following:
 Decision Making
 Investigation
 Experimental Inquiry
 Problem Solving
 Systems Analysis

17. Productive Habits
 Pupils can learn on their own with
the following mental skills:
 Critical Thinking
 Creative Thinking
 Self-Regulation—Metacognition

18. Costa and Kallick's 16 Habits of
Mind
 Name of Habit  Description
2. Persisting 2. Sustain a problem
3. Managing Impulsivity solving process
4. Listen to others 3. Think before acting
(empathy and 4. Listen, empathize,
understanding) and understand
5. Thinking flexibly views
6. Think about thinking 5. Change mind
because of additional
7. Strive for accuracy data
and precision
6. Develop, maintain,
and reflect;Aware of
actions; explain
actions
7. Value craftmanship

19. Costa and Kallick's 16 Habits of
Mind
7. Questioning and
Posing Problems-
Asking ?s and filling
in gaps between
known and unknown
8.Applying Past
Knowledge to New
Situations-Get
meaning from one
experience, carry it,
and apply it
9. Thinking and
Communicating
(Clarity and
Precision)-Writing
and orally
communicating with
precise language

20. Costa and Kallick's 16 Habits of Mind
 10. Gather information
(senses)- Derive info by
observing or taking in
through senses.
 11. Creating, Imagining,
and Innovating-Trying to
conceive problem
solutions differently,
examining alternative
possibilities, using
analogies, starting with a
vision and working
backward, taking risks,
and pushing the
boundaries
 12. Responding with
Wonderment and Awe-
Maintain a passion and
enthusiasm about
inquiring, learning, and
mastering

21. Costa and Kallick's 16 Habits of
Mind
 13.Taking Responsible Risks-Accept
uncertainty as part of the normal process
 14.Finding Humor- Using humor and
laughter to liberate creativity and provoke
higher-level thinking skills
 15. Thinking Interdependently- Think in
concert with others. Ability to justify ideas
and to test feasibility. Willingness to accept
the feedback
 16. Learning Continuously-Constantly
searching (better ways), striving for
improvement, always growing, learning,
and improving themselves