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Rescooped by The Rice Process from School Leadership, Leadership, in General, Tools and Resources, Advice and humor
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Robert Fisher Teaching Thinking homepage

This article explores what metacognition is, why it is important and how it develops in children. It argues that teachers need to help children develop metacognitive awareness, and identifies the factors which enhance metacognitive development. Metacognitive thinking is a key element in the transfer of learning. The child's development of metacognitive skills is defined as meta-learning. Meta-teaching strategies can help mediate the metacognitive skills of children, help to stimilate children's metacognitive thinking. The article draws upon reserch currently being undertaken in London schools on raising achievement in thinking and learning through developing the metacognition of children as learners in schools.

 


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Sharrock's curator insight, January 28, 8:33 AM

excerpt: "Brown claims that two versions of metacognition are often confused, namely 'the essential distinction between self regulation during learning' and 'knowledge of, or even mental experimentation with, one's own thoughts' (Brown et al 1983). Adey & Shayer (1994) agree with this distinction, which they categorise as going beyond, and going above, the present learning behaviour. Going beyond one's present repertoire of reasoning is linked to 2,3 and 4 in Brown's list above. This can be equated with what Newman et al (1989) call 'construction zone activity', a concept derived from Vygotsky's Zone of Proximal Development, which refers to mental activity, usually of a collaborative nature, which involves children going beyond their present levels of competence. 

 
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A Model for the National Assessment of Higher Orde

In our view, a rich, substantive concept of critical thinking, and it alone, provides an intelligible and workable means of meeting all 21 criteria. In this section we will briefly consider each objective in turn, not as a definitive response to the criteria, but merely to suggest the fuller response in Section Three below.

 

Section Three: The Four Domains of Critical Thinking

What are the four component domains of critical thinking and their implications for the assessment of higher order thinking?

 

 

 


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Rescooped by The Rice Process from School Leadership, Leadership, in General, Tools and Resources, Advice and humor
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Reading Sage: Webb's Depth of Knowledge (DOK) | Bloom's Taxonomy vs. Norman Webb's depth of knowledge

Reading Sage: Webb's Depth of Knowledge (DOK) | Bloom's Taxonomy vs. Norman Webb's depth of knowledge | school improvement process | Scoop.it

The Common Core Standards are the cornerstones of the Smarter Balanced and PARCC assessments, Webb’s Depth of Knowledge (scale of cognitive demand) and Blooms Revised Taxonomy (levels of intellectual ability) are the framework and the structures that will be used to evaluate students. Assessing curriculum, developing formative assessments, evaluation curriculum, and evaluation of students knowledge at the highest levels is being shared by two progressive cognitive matrices. Depth of knowledge, and complexity of knowledge is the heart of the more rigorous assessments being implemented in 2014. They share many ideas and concepts yet are different in level of cognitive demand, level of difficulty, complexity of verbs vs. depth of thinking required, and the scale of cognitive demand. Teachers need to learn how the frameworks are used to develop curriculum and how to use them to enhance instructions. Teachers and students can use Blooms Questions Stems and Webb’s DOK questions stems to create higher order thinking and improve achievement. 80% of the PARCC assessments will be based on the highest levels of blooms and the deepest levels of Webb’s DOK. Are you ready to use the DOK or Blooms daily in your class? 

 The links below are a great resources of Blooms Taxonomy and Webb’s Depth of Knowledge.Levels of Thinking in Bloom’s Taxonomy and Webb’s Depth of KnowledgeHess’ Cognitive Rigor Matrix & Curricular Examples | Revised Bloom’s Taxonomy | Webb’s Depth of Knowledge GuideDepth of Knowledge: Assessing Curriculum with Depth and MeaningBlooms and Webb ComparisonDepth of Knowledge ConsistencyDeveloping Higher Order Thinking Questions Based on Webb’s DOK andFCAT Content ComplexityPARCC Transition Information: AIMS Test and Common CoreDOK Question StemsDepth of Knowledge (DOK) LevelsINTRODUCTION TO WEBB’S DEPTH-OF-KNOWLEDGE LEVELSMathematics Depth-of-Knowledge LevelsDepth-of-Knowledge Levels for Four Content Areas


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