2016/01/4100721032 b74585eef7 blooms taxonomy

More on using Blooms Taxomomy

How Bloom’s works with learning outcomes There are plenty of verb tables and lists to help identify which verbs align with each level in Bloom’s Taxonomy. You may notice that some of these verbs on the table are associated with multiple Bloom’s Taxonomy levels. These are actions that could apply to different activities. Keep in […]

Higher Order Thinking

Higher Order Thinking

University of North Texas Health Science Center CIL Higher Order Thinking (HOT) program is designed to improve students’ higher order thinking skills across the health sciences curricula through faculty development in curricular delivery methods and course redesign. The goals and outcomes are as follows: Goal 1: Improve and evaluate students’ higher order thinking skills. Student […]

How to choose digital tools

Bloom’s Digital Taxonomy and Higher Order Thinking

How do I use technology to promote Active Learning and Higher Order Thinking? The presentation below explores Web 2.0 tools available for Active Learning and Higher Order Thinking applications that align with Bloom’s Digital Taxonomy. How to choose tools – Click for complete presentation Tools discussed in this presentation: VoiceThread PeerWise Mediasite Quizlet TEDed

2016/01/4100721032 b74585eef7 blooms taxonomy

Bloom’s Digital Taxonomy: Promoting HOT and Active Learning Using Technology Lunch & Learn

Lunch & Learn: How do I use technology to promote Active Learning and Higher Order Thinking? Participants will explore Web 2.0 tools available for Active Learning and Higher Order Thinking applications that align with Bloom’s Digital Taxonomy. The content developed is designed for participants to develop the critical thinking and technical skills to effectively utilize […]

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Challenging Students To Think about What They’re Learning: Higher Order Thinking Questions

Challenging Students To Think about What They’re Learning: Constructing Higher Order Thinking (HOT) Multiple Choice Questions This seminar will assist faculty in constructing multiple choice questions that go beyond mere recall of facts and assessment of understanding of concepts. Faculty will participate in a hands-on exercise to create questions which can assess application, analysis, and […]

2015/11/features HOTs

Higher Order Thinking and Assessment Strategies – SPH Quality Enhancement Plan for Teaching and Education

Fall 2015 Faculty Development Seminar The SPH Office of Academic Affairs in collaboration with the UNTHSC Center for Innovative Learning (CIL) present: “Higher Order Thinking Teaching and Assessment Strategies ~ An Overview” Session Evaluation This seminar is designed to re-familiarize faculty members with “Higher Order Thinking” and how HOT should be addressed in the context […]

2015/09/15433742780 0581f636d9 cognition

Cognition: Understanding How People Learn

Pre-existing knowledge Findings from cognitive sciences suggest that people construct new knowledge based on what they already know and believe. Students bring to classroom a range of prior knowledge, experiences, and beliefs (some of them are false or immature), which significantly impact how students perceive, organize, and interpret what we teach in classroom. Abundant evidence […]

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Blooms Taxonomy, Learning Objectives and Higher Order Thinking

One of the major tasks in designing a course is to determine the learning outcomes. The learning outcomes would appear in your syllabus as course and module specific objectives or outcomes. Before you set out to write your course outcomes and objectives, it is very helpful to understand Bloom’s taxonomy and higher order thinking. Benjamin […]

2015/09/9718507502 b4bd6b93b3 course design

Course Design Overview

When designing a course, an instructor needs to ask four major questions: Where are we going? (What are the goals of the instruction?) How will we get there? (What is the instructional strategy and the instructional medium?) How will we know when we have arrived? (What should our tests look like? How will we evaluate […]

2015/09/active learning01

Teaching Strategies: Fink, Gagne and Smith

Dee Fink distinguished between passive and active learning. Passive learning involves students receiving information and ideas. In comparison, active learning engages students by providing rich learning experiences (doing, observing) and in-depth reflective dialog (with self and others). As an instructor, we should make an effort to design our class activities to provide such affordances that […]