KNOWLEDGE Recalling Basic Facts COMPREHENSION Understanding The Idea is The Key APPLICATION Using Facts to Find Solutions to Problem ANALYSIS Examining Parts in Relationship to Whole EVALUATION Judging The Value of Ideas or Products SYNTHESIS Creating New or Original Ideas or Products TR-4.03(OT1)
Disciplined, self-directed thinking that
exemplifies the perfections of thinking appropriate to a particular mode or domain of thinking. Thinking that displays mastery of intellectual skills and abilities. The art of thinking about your thinking while you are thinking in order to make your thinking better: more clear, more accurate, or more defensible. Thinking that is fully aware of and continually guards against the natural human tendency to self-deceive and rationalize in order to selfishly get what it wants. Critical Thinking: Tools for Taking Charge of Professional and Personal Life (R.W. Paul & L. Elder, 2002)
How to match: Distinguish / Differentiate / Discriminate
Identifying similarities and differences.
How to match: Distinguish / Differentiate / Discriminate Create analogy
Example: Explain how the relationship between people and oxygen is similar to the relationship between plants and carbon dioxide
Identifying similarities and differences.
How to match: Distinguish / Differentiate / Discriminate Create analogy
Example: Explain the following metaphor: Helen Keller was the Frederick Douglass of her family.
Characteristic s of item 1 Frederick Douglass
Create metaphor Common General Characteristics
Characteristic s of item 2 Helen Keller
Was a slave as a young boy
Had a rough beginning
Got sick as a baby, which
left her deaf and blind
Learned to read and write
anyway
Achieved goals even
when difficult
Learned how to read
Braille and write; also went to college
Wrote books and gave
speeches against slavery
Worked to help other
people who suffered like they did
Through speech tours
and writing, inspires others to overcome disabilities
Identifying similarities and differences.
How to match:
Distinguish / Differentiate / Discriminate
Create analogy c
Create metaphor
Categorize
Example: Organize these individuals into 2 or more groups and explain how the individuals within each group are similar, and how they are different from group to group. Alexander Graham Bell Gelileo George Washington Carver Amelia Earhart Sally Ride Martin Luther King, Jr
What is typically thought of as categorizing is
considered Matching in the New Taxonomy, with focus on similarities and differences.
Classifying in the New Taxonomy
involves identifying the superordinate and subordinate categories of knowledge How to classify:Sort elements into superordinate categories
Example: Classify fruits, vegetables, butter, steak, and pasta into 3 categories; protein, fat, vitamin.
Protein
Steak
Fat
Vitamin
Butter
Fruits
Pasta
Vegetables
Classifying in the New Taxonomy
involves identifying the superordinate and subordinate categories of knowledge elements into superordinate categories How to classify:Sort Identify subordinate categories
Example: Identify types of Fiction and Non Fiction texts in Literature.
This involves identifying factual or logical
errors in knowledge or processing errors in the execution of knowledge How to analyze error:
Determine the extent to which information is reasonable,
given what students already know about a topic
Example: Humans were responsible for the extinction of the dinosaurs. Based on your understanding of the earths early history, identify the problems with this argument
Logical Errors: Faulty Logic
(Contradiction, Accident, False Cause, Begging
the question, evading the issue, arguing from ignorance, composition-division)
Attacks
(poisoning the well, arguing against the person,
appealing to force)
Weak Reference
(biases, sources lack credibility, appealing
to authority, appealing to the people, appealing to authority)
Misinformation (confusing the facts or concepts)
Framework for supporting a claim:
Grounds
(common knowledge, expert opinion, experimental
evidence, factual information)
Backing (establish validity of grounds)
Qualifiers (stating the degree of certainty)
This involves identifying factual or logical
errors in knowledge or processing errors in the execution of knowledge How to analyze error:
Determine the extent to which information is reasonable,
given what students already know about a topic
Example: Humans were responsible for the extinction of the dinosaurs. Based on your understanding of the earths early history, identify the problems with this argument
Identify errors that someone is making or has made
while executing a mental or psychomotor procedure Example: Videotape your performance on an instrument if your choice. Identify errors in a specific aspect of your technique and explain how you might address these errors.
This involves inferring new generalizations and principles from information that is known or stated. How to generalize:
Infer generalizations and principles from specific terms, facts,
or events Characteristic 1:
Who Governs
Characteristic 2:
Decision-making
Characteristic 3:
Current Examples
Conclusions
Item 1:
Democracy Item 2:
Republic Item 4:
Dictatorship Conclusions
Summary Generalization
This involves inferring new generalizations and principles from information that is known or stated. How to generalize:
Infer generalizations and principles from specific terms, facts,
or events Construct conclusions about a set of skills Example: Based upon your experience in oil and watercolor painting, what can be said about the things to watch out for when layering one color over another?
This involves making and defending predictions about
what might happen or will necessarily happen in a given situation How to specify:
Identifying what might be true about a specific item based on an
understanding of the class category to which that item belongs Example:
The recent December snowstorms provide evidence that earths climate is
not changing
What principles would you argue are being assumed about the nature of climate change? What principles are being ignored?
Identifying what must happen or might happen during the execution
of the skill or process under specific conditions. Example: If you change the dimensions of a square but keep it as a rectangle with the same unit area, how will its perimeter change?
Each of the analysis task involves
examining knowledge (information, mental, and psychomotor procedures) to generate new conclusions.
