itcomes: | gure inciples of cog Unit 3.3 Cognitive Processes Ey Constructivism: Knowledge Construction/ Concept Learning Take the Challenge! In this Module, challenge yourself to attain the following learning explain the role of constructivism in facilitating learning. describe strategies that promote knowledge construction. describe strategies to facilitate concept learning. This Module discusses constructivism which was mentioned in the evious modules of Piaget and Bruner. It is the distillation of most of the ive psychologists. B eee uieaae Me ¥ i dule 14 — Constructivism: Knowledge Construction/ConceptLeaming 153 ‘onstructivism Views of Constructivism Individual Constructivism Social Constructivism l Characteristics of Organizing Constructivism Knowledge154 FACILITATING LEARNER-CENTERED TEACHING “leaching is not about filing up the pail it is about lighting a fire. —Milliams Butler Yeats Treats What concepts/ideas/images came to your mind when you read “Teaching as filling up the pail”? Elaborate. What concept/ideas/images came to your mind when you read “Teaching is about lighting a fire”? Elaborate. (ours What do you think the quotation meant? What two kinds of teaching are being referred to? pum So far, you have studied about both the behavioristic and cognitive views of learning. Behaviorism focused on the external, observable behavior. Learning is explained as a connection between the stimulus and the response. Reinforcement is the key to leaming. Behaviorists saw leaming as a change in behavior brought about by experience with little acknowledgement of the mental or internal aspects of learning. On the other hand, the cognitive view focuses on the internal processes. Learning is an active process. Learners initiate experiences, search for information to solve problems, and reorganize What they already know to come up with new insights, In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes. that teaching is dominated by the Passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism. It signifies that teaching involves giving opportunities for learners to explore and discover. Leamers construct their own meaning. Le a amers generate insights and are “enlightened”. More associated with co; constructivism focuses on knowl to constructivism in Module 1 different views within cognitive “versions”. gnitive psychology than behaviorism, ledge construction. You were introduced 4 on Bruner’s theory. Just as there are Psychology, constructivism also has differentModule 14 ~ Constructivism: Knowledge Construction/Concept Learning 155 lwo Views of Constructivism Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget's theory. Proponents of this type choose child-centered and discovery learning. They believe the learners should be allowed to discover principles through their own exploration rather than direct instruction by the teacher. Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual.” It is based on Vygotsky’s theory. Here, construction of knowledge is shared by two or more people. According to social constructivists, the opportunity to interact and share among learners help to shape and refine their ideas. Knowledge construction becomes social, not individual. haracteristics of Constructivism Whether one takes the individual or social view of constructivism; there re four characteristics that these two views have in common. According to ggen and Kauchak, these are: 1, Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them. 2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has that new information will be interpreted. 3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning. Learners have a lot of opportunities to cooperate and collaborate to solve problems and discover things. Teachers play the role of a facilitator rather than an expert who has all the knowledge. 4, Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world. Example, a writing activity where six-year olds prepare a checklist of things they need to do in school is a more an authentic activity than for them to be working only on tracing worksheets with dotted lines,FACILITATING LEARNER-CENTERED TEACHING Organizing Knowledge Concepts. A concept is a way of grouping or categorizing objects or events in our mind,” A concept of “teach” includes a group of tasks such as model, discuss, illustrate, explain, assist, etc. In your life as a student you would learn thousands of concepts, some simple ones, others more complicated that may take you to learn them more gradually. ‘The concepts you leam are also revised as you leam more and experience more. Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instance of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances. Example, a triangle has three sides. Having three sides is a defining feature of a triangle because ALL triangles should have three sides. If one doesn’t, then it is nota triangle. A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving. Being loving is a feature commonly present in the concept mother, But a mother may not be loving. So “being loving” is only a correlational feature, not a defining one. Concepts as Prototypes. A prototype is an idea or a visual image of a “typical” example. It is usually formed based on the positive instances that learners encounter most often. Example, close your eyes now and for a moment think of a cat. Picture in mind what it looks like. You probably thought of the an image of the common cat we see, rather than some rare breed or species. Once learners have their own concept prototypes, the new examples that they see are checked against this existing prototype. Concepts as Exemplars. Exemplars represent a variety of examples. It allows leamers to know that an example under a concept may have variability. Example, a learner’s concept of vegetable may include a wide variety of different examples like cauliflower, kangkong, cabbage, string beans, squash, ‘com, potatoes. When he encounters a new type of vegetable like “bitsuelas”, he would search from the exemplars he knows and looks for-one that is most similar, like string beans. Making Concept-learning Effective. Asa future teacher, you can help students learn concepts by doing the following: * Provide a clear-definition of the concept Make the defining features very concrete and prominent Give a variety of positive instances Give negative instances Cite a “best example” or a Prototype Provide opportunity for learners to identify positive and negative instances Ask leamers to think of their own example of the concept Point out how concepts can be related to each otherModule 14 — Constructivism: Knowledge Construction/Concept Learning at comeing and scripts. A schema is an organized body of knowledge something, tae ; is like a file of information you hold in your mind about saelades a dade nm of what a teacher is. A script is a schema that would include is Predictable events about a specific activity. Examples ‘what teangoi lowing the series of steps done when we visit a doctor, or inspires at the beginning of the class when the teacher arrives. Your role as a teacher is to bring learners to construct their own knowledge such that they have a well organized set of concepts. Aim to make clear those concepts that are still vague for them, and to pave the way for them to overcome misconceptions. It is important that you acquire skills on how to facilitate concept formation and development. Constructivism can be an excellent guide for you. Applying Constructivism in Facilitating Learning + Aim to make learners understand a few key ideas in an in-depth manner, rather than taking up so many topics superficially. * Give varied examples. + Provide opportunities for experimentation. * Provide lots of opportunities for quality interaction. + Have lots of hands-on activities. Relate your topic to real life situations. + Do not depend on the explanation method all the time. 157Module 15 - Transfer of Learning nA a a a a CEEMEED Transfer of Learning Vim In this Module, challenge yourself to attain the following learning outcom explain how transfer of learning occurs. identify the factors that affect transfer of learning. apply principles of transfer in facilitating transfer of learning. Cim Teachers want their students to apply the knowledge and skills they leam in class to other situations. When one recognizes a situation as something similar in a way to what he has experienced before, his tendency is to use the knowledge and skills he has learned to this new situation. This is what transfer of learning is about. Transfer of Learning Conditions and Principles of Trans! Types of Transfer Discuss thi ed Will-a skilled typist find it difficult to use the computer keyboard when s/he encodes? Do this: . Let your teacher/a classmate, whose cellphone features differ from yours, use your cellphone. Was s/he able to use your cellphone without your help. Or did s/he need help? ’ * Reflect on this: A thesis writer once remarked: “Buti na lang, we were required to do action research in the undergraduate. It helped me a lot in my thesis.” 161162 FACILITATING LEARNER-CENTERED TEACHING Read this: A preacher used this analogy of the Dead Sea and the Sea of Galilee and life. The Dead See is dead. Only a few living things can thrive there because of its high salinity. All that the Dead Sea does is receive and receive water. It does not give away. It is dead. This is likened to a person who is psychologically dead because all he does is receive. He never gives away. In contrast, the Sea of Galilee is full of life. It receives water from the River Jordan and readily gives away. It is generous and teems with life, It is like a person who receives but gives away and shares what he receives with others. 2a Find out: © why the skilled typist didn’t find any difficulty in using the computer keyboard. why your teacher/classmate couldn’t use a cellphone different from his/her without assistance. © why the thesis writer found thesis writingymuch easier because of the action research s/he went through. how your understanding of a true and happy life was made concrete by the use of the analogy of the Dead Sea and the Sea of Galilee. cna Transfer of learning happens when learning in one context or with one set of materials affects performance in another context or with other related materials. Simply put, it is applying to ‘another situation what was previously learned. For example, learning to use roller skates later helps a person to learn more quickly to ice: skate. Learning to get along with classmates in preschool helps the child adjust and relate well with classmates in the “big” school, or even playing highly competitive on-line computer games might even make one a better strategic thinker in politics or business. Transfer is a- very significant concept in education and learning theory because most of those concerned in education aim to achieve transfer. Frequently, the circurnstance of learning (classrooms, workbooks, tests, drills) differs significantly from the situations when what is learned is to be applied (in the home, on the job, within complex tasks). As a result, the educational goals are not metuntil transfer occurs. This makes transfer a very important aspect of instruction. It may be true that in most cases the goal of transfer of learning from classroom to real life situations is not-achieved. So it is vital that as a futufe teacher you have a clear understanding of how best to teach your leamers so that transfer of learning is facilitated. After all, what good is there in providing your learners with tons of knowledge and @ multitude of skills if they cannot apply them when they need to.Module 15 — Transfer of Learning ‘Types of Transfer Positive transfer. Positive transfer occurs when learning in one context improves performance in some other context. For instance, a speaker of Spanish would find it easier to learn Mexican language than Japanese. Negative transfer. Negative transfer occurs when learning in one context impacts negatively on performance in another. For example, learners commonly assimilate a new language’s phonetics to crude approximations in their native tongue and use word orders carried over from their native tongue. Example, there may be a tendency for a Visayan-speaking child to frequently interchange the /e/ and /i/ sound when speaking in English. With experience however, learners correct the effects of negative transfer. Near transfer. Near transfer refers to transfer between very similar contexts. This is also referred to as specific transfer; for example, when students answer types of algebra word problems in an exam which are similar to what they had in their seatworks. Or when a student is learning to use a new cell phone that is somehow similar to the one she had before. Far transfer. Far transfer refers to transfer between contexts that, on appearance, seem remote and. alien to one another. This is also called general transfer. For example Stephen Covey applied the lesson of the Aesop’s fable of “The Goose That Lays the Golden Eggs” to managing corporations. He said we should take care of the goose rather than kill it. To be successful in business we should take care of our workers not burden them. Conditions and Principles of Transfer These principles are based on the factors that affect transfer of learning, These factors are similar to what Perkins termed as “conditions of transfer”. Below you will find the factors with the consequent principles and educational implications 163 Conditions/Factors affecting transfer of learning Principle of transfer Similarity between two learning situations The more similar the two situations are, the greater the chances that learning from one situation will be transferred to the other situation. Involve students in learning situations and tasks that are similar as possible to the situations where they would apply the tasks. Degree of meaningfulness! relevance of learning Length of instructional time Meaningful learning leads to greater transfer than rote leaming The longer the time spent in instruction, the greater the probability of transfer Remember to provide op- portunities for learners to link new. material to what they leamed in the past. To ensure transfer, teach-a few topics.in depth rather than many topics tackled in a shallow manner.164 FACILITATING LEARNER-CENTERED TEACHING Conditions/Factors affecting transfer of learning Variety of learning experiences Le Context for learner's experiences Principle of transfer Exposure to many and varied examples and opportunities for practice encourages transfer Transfer of learning is most likely to happen when learners discover that what they learned is applicable to various contexts Implication Illustrate new concepts and principles with a variety of examples. Plan activities that allow your learners to practice their newly learned skills Relate a topic in one subject to topics in other subjects or disciplines. Relate it also to real life situations Focus on principles rather than tasks Emphasis on metacognition Principles transfer easier than facts Student reflection im- proves transfer of learning Zero in on principles related to each topic together with strategies based on those principles_| Encourage students to take responsibility for their own learning, and to reflect on what they learned :Module 16 — The Revised Bloom's Taxonomy of Educational Objectives - 169 The Revised Bloom’s Taxonomy of CET Educational Objectives VATS In this Module, challenge yourself to attain the following learning outcomes: . + formulate learning outcomes reflecting the different levels of the revised taxonomy. * explore the use of technology apps in applying the revised taxonomy. Imagine that you are already working as a teacher. How would you feel if you enter your classroom without specific leaming outcomes? How would you proceed without clear and specific targets? Being sure about your learning outcomes will help you to facilitate learning effectively. With appropriate, clear and specific learning outcomes, you do not need to guess nor grope in the dark on what to accomplish. This Module will present the original and the revised Bloom’s Taxonomy of Educational Objectives. Although the revised taxonomy came out years ago, it is important to still present both the old and the revised to have.a complete understanding and better appreciation of the taxonomy’s use in education. B reg i | The Original Bloom's Taxonomy «Six Levels of Bloom's Taxonomy The Revised Taxonomy Two Dimensions of the Revised Taxonomy C Practical Guide to the Revised Taxonomy C Apps and the Revised Taxonomy (Synapse Strengthener)(Due The words you unscrambled in Group A are the levels in the cognitive domain of the old Bloom’s Taxonomy. You surely are right. The six words in Group A are all nouns. The words in Group B are the levels in the cognitive domain in the Revised Taxonomy. You are right again. The words in Group B are verbs. This is one of the main differences of the old and the revised taxonomies. Bs Read on to learn about the old and the revised Bloom’s taxonomy. You will definitely find this very relevant and useful to you as a future teacher. Old Taxonomy In 1956, the Taxonomy of Educational Objectives: The Classification of Educational Goals Handbook 1: Cognitive Domain was published. Initially, the purpose was simply to have a framework to classify test questions that faculty members shared. Eventually, it became so relevant and useful in education. Since then, it has been used in planning the curriculum, planning learning activities and assessment. Bloom and his colleagues published Handbook II, The Affective Domain in 1964. Eventually, other experts published a taxonomy for the psychomotor domain in 1966, 1970 and 1972. This Module will focus more on the cognitive domain. Bloom’s taxonomy was a model that described the different levels of learning outcomes that target what skills and competencies the teachers aim to develop in the learners. The taxonomy in the cognitive domain contains the172 FACILITATING LEARNER-CENTERED TEACHING. levels from knowledge to evaluation, The six levels progress from simple to more complex levels of thinking, the last three being referred to as “higher-order thinking skills” or HOTS! So you've got to have the “hots” to teach well. We always hear seasoned teachers reminding us to focus on the HOTS and not just to stop at the usual memorizing and enumerating, To facilitate learning, we begin teaching with facts, stating memorized rules, principles or definitions (knowledge), which must lead to understanding concepts, rules and principles (comprehension). But we should not end here. A proof of the comprehension of the concepts and principles is using them in real-life situations (application). For an in-depth understanding and mastery of these applied concepts, rules and principles, these are broken down. into parts (analysis) . Students may compare, contrast, classify, further investigate, ete These actions now reflect a higher level of thinking. A still higher level of thinking is when students put together elements of what has been learned in a new way (synthesis). They come up with a wholistic, complete, more integrated, or even a new view or perspective of what was learned. With a full grasp of what was learned, the students can now assess or judge, based on a set of standards, on what they have learned (evaluation). The cognitive domain levels or thinking levels also have subcategories except for that of application. The next Table shows the original taxonomy with its levels, subcategories and sample verbs. Here are some examples of learning outcomes using the taxonomy: The Original Bloom’s Taxonomy: Cognitive Domain Levels and their Subcategories Sample Verbs 1. Knowledge define, describe, draw, indentify, 2. 1.1 Knowledge of specifics 1.2 Knowledge of ways and means of dealing with 1.3 Knowledge of universals and abstractions in the 3. Application 1.L.L terminology recite, recognize, select, state, 1.1.2. specific facts i write the specifics 1.2.1 conventions 1.2.2 trends and sequences 1.2.3 classifications and categories 1.2.4 criteria 1.2.5 methodology field i: 1.3.1 principles and generalizations 1,3.2_ theories and structures ‘Comprehension paraphrase, 2.1 translation 2.2 interpretation 2.3 _ extrapolation label, locate, memorize, name,onal Objectives: 173 Module 16 — The Revised Bloom's Taxonomy of Educational Objectives [a Analysi analyze, subdivide, take apart, rad 1 elergcgtat ett teentene ated investigate, compare, contrast, 4.2 relationships iniee 43 _ organizational principles ; 5. Synthesis combine, organize, design, 5.1. production of unique communication | formulate 5.2. production of a plan, or proposed set of operations 5.3 _ derivation of a set of abstract relations 6. Evaluation asses, appraise, critique, judge, 6.1 in terms of internal evidence fecommend 6.2 __interms of external evidence At the Revised Taxonomy After 45 years since the (Bloom’s former student) an work together: The result was what is now called the revised taxe Below are the salient differences be taxonomies (You may refer to Fi this.): 1. Levels or categories of thinkin, in the revised taxonomy they Of nouns was done to high! For analysis. 2. Whi increasing complexity, it is intended to be mi allows the categories to overlap. For exam understand level, like explain, may ay the action word, show in the apply level, the six levels from remember to create, that, over-all, the taxonomy proceeds in a hierarchical order. 3. The made because knowledge does not refer end of the unit, the students will be able to: cnumerate the characters in “The World is an Apple” (knowledge) summarize the story (comprehension) . apply the rules of subject: of the story (application) compare and contrast the (analysis) write a song ex] (synthesis) Write a critique of the author's writing style (evaluation) verb agreement when writing a summary qualities of the characters in the story Pressing the message or lesson of the story Publication of Bloom’s taxonomy, Lorin Anderson d David Krathwohl led a new group of experts to conomy. tween the old and the revised igure 1 on page 174 while you are reading g in the old taxonomy were nouns, while are verbs. The use of action words instead light that thinking is an active Process. example, evaluate instead of evaluation, or analyze instead of ile the revised taxonomy remains to be in hierarchical levels of ore flexible, in that it iple some action words in 'ppear to be more complex than However, when we look into We will still find knowledge level was changed to remember. The change was toa. cognitive or thinking174 FACILITATING LEARNER-CENTERED TEACHING level. Knowledge is the object of the thinking. Remember is a more appropriate word for the first thinking level which involves recalling and retrieving knowledge. The comprehension level was changed to understand. Teachers are likely to us¢ the Word understand when referring to their work rather than comprehension. Synthesis was changed to create and was placed as the highest leve ‘The cognitive domain now includes two dimensions: the cognitive dimension and the knowledge dimension. The knowledge dimension of the revised taxonomy was based on the subcategories of knowledge in the old taxonomy. Bloom’s Taxonomy of Educational Objectives Revised Taxonomy b (we ners) Figure 1. The Old and the Revised TaxonomyModule 16 ~The Revised Bloom's Taxonomy of Educational Objectives 175 The Revised Taxonomy with ‘Two Dimensions of the Cognitive Domain (Krathwohl, 2002) The Cog 1. Remember Retrieving relevant knowledge from long- term memory 1.1 recognizing 1.2 recalling Sn 2. Understand Determining the Meaning of instructional messages, including oral, written and graphic communication 2.Linterpreting 2.5 inferring 2.2 exemplifying 2.6 comparing 23 classifying 2.7 explaining 2.4 summarizing _ 3. Apply Carrying out or using a procedure in a given situation 3.1 executing 3.2 implementing 4. Analyze Breaking material into its constituents parts and detecting how the parts relate to one another and to an overall structure or purpose 4.1 differentiating 4.2 organizing 423 attributing a A. Factual The basic elements that students must know. Knowledge of: a. terminology b. specific details and elements B. Conceptual The interrelationships among the basic elements within a larger structure that enable them to function together. Knowledge of: a. classifications and categories b. principles and generalizations ¢. theories, models and structures 5. Evaluate Making judgments based on criteria and standards 5.1 checking 5.2 critiquing 6. Create Putting elements together to form a novel, coherent whole or make an original product 6.1 generating 6.2 planning 6.3 producing C. Procedural Knowledge How to do. something; methods of inquiry, and criteria for using skills, algorithms, techniques and methods. Knowledge of: a. subject-specific skills and algorithms b. subject-specific techniques and methods ©. criteria for determining when to use appropriate procedures [ebtimiches ae D. Metacognitive Knowledge Knowledge of cognition in general as well as awareness and knowledge of one’s own. cognition a. strategic knowledge b. knowledge about cognitive tasks, including contextual and conditional knowledge c. self knowledge Oe eat bee ee176 FACILITATING LEARNER-CENTERED TEACHING ‘The revised taxonomy highlights two dimensions: the cognitive and the knowledge dimensions. The cognitive dimension includes the hierarchical o, ordered levels of thinking. The thinking levels move from the simplest to the ‘most complex. The levels are remember, understand, apply, analyze, evaluat, and create, ‘The knowledge dimension includes four knowledge categories: factuay, metacognitive. The knowledge that teachers aim tg conceptual, procedural, n can be about facts, concepts, procedures ang teach and students aim to lear metacognitive knowledge. When you formulate learning objectives, you consider what level of thinking (cognitive) you want your students to achieve, and also what type of knowledge it is you want to teach. When we write a learning objective, the level of thinking is represented by the verb, while the knowledge dimensions is represented by the noun. In the example, “at the end of the lesson, the learner will be able to: explain the photosynthesis process,” explain is the action word which will fall under the second cognitive dimension level, understand, and photosynthesis is the noun that will fall under procedural knowledge. Below is a table that shows how the cognitive and knowledge dimensions pair to form various kinds of leaning objectives and activities. An example for each pairing is given. Study each one to lear more. Knowledge Dimension Cognitive : Dimension | Factual Conceptual Procedural | Metacognitive Terminol- | Classifications, | Subject- Strategic ogy, specific | categories, specific skills, | knowledge, details, ele- | principles and. | algorithms, cognitive tasks- ments generalizations, | techniques and | contextual and theories, mod- | methods, conditional ls, structures | criteria for knowledge, determining self-knowledge when to use the. procedures 1, Remember | Remember- | Remember, ° | Remember- Remember- recognize Facts Concepts Procedures Metacognitive recall Knowledge Ex. List the | Ex, Describe | Ex. Recall the | Ex. Review ingredients | kare-kare as a_| steps in cooking | tasks of kare-kare | Filipino dish kare-kare accomplished in cooking kare-kareModule 16 - The Revised Bloom's Taxonomy of Educational Objectives 177 Knowledge Dimension Cognitive Dimension Factual Conceptual | Procedural | Metacognitive 2 Understand- | Understand- | Understand- Understand. Understand | Facts Concepts Procedures Metacognitive interpret, Knowledge exemplify, classify, Ex, Ex. Classify | Ex. Describe | Ex. Choose summarize, Summarize smartphones the procedure of | best strategies infer, the features | according sending group | to adjust compare, of the latest | to operating messages using | quickly explain smart phone | system cell phones in using a model different smartphone 3. Apply Apply- Apply- Apply- Apply- execute, Facts Concepts Procedures Metacognitive implement knowledge Ex. Use facts | Ex. Ex. Follow the | Ex. Use the in answering | Demonstrate ° | PQ4R steps best study questions. | coherence in | in reading a strategy to answering chapter overcome one’s questions weakness 4. Analyze | Analyze- ‘Analyze- ‘Analyze- T Analyze differentiate, | Facts Concepts Procedures Metacognitive organize, Knowledge attribute Ex. Iden- | Ex. Iden- Ex. Examine —_| Ex. Reflect on tify the key | tify triggers of | the different | one’s ability to words in the | anger among ” | steps family _| manage anger definition of | teenagers members take anger to manage anger 5. Evaluate | Evaluate- | Evaluate- Evaluate- Evaluate- Check, Facts Concepts Procedures Metacognitive critique Knowledge Ex. Select | Ex. Critique the | Ex. Choose the | Ex, Assess the most different views | best ways to ‘one’s financial complete about financial | invest money | literacy list of literacy investment banks178 FACILITATING LEARNER-CENTERED TEACHING Cognitive _ | Dinemaion Factual Conceptual | Procedural _ | Metacognitive 6. Create Create- Create- Create- Create- conc Metacognitive generate, Facts Concepts Procedures plan, produce Riowherian Ex. Produce | Ex. Write an Bx. Create a Ex. Make a a presentation | informal essay - | new recipe for | project about showing about what cooking adobo | adobo as a award-* authentic adobo Filipino dish winning is based on one’s adobo recipes talents Practical Guide in Using the Revised Taxonomy When you are ready to plan your units, lessons or activities, Bloom’s taxonomy will be very useful in helping you formulate your leaming objectives. Below is a collection of action words and possible activities or work which you can use for your plan. different parts of a Investigate . Differentiate Cognitive Sample Action Words Suggested Activities, Outputs Dimension Levels or Outcomes Remember Recall Describe Recitations, worksheets, (recalling information) | Name Locate definitions, fact charts, lists List Write State Find Tell Underline Reproduce Define Understand Explain Describe Story problems, drawing (explaining Translate Define show and tell, summary, information and Interpret Report paraphrasing concepts Discuss Predict | ‘Apply Use Practice Presentation, role-playing, (using information in a | Solve Execute simulation, collection, model, new way) Implement Demonstrate scrapbook, product ° Construct Dramatize ‘Analyze Compare Contrast Sstpaire (distinguishing Distinguish Separate Chat, platy creat x spreadsheet, summary, survey Propose Combine whole Infer Sequence Evaluate ‘Assess Appraise Opinion, judgment, (defending a concept | Debate Check recommendation, report, self- or idea) Defend Decide evaluation, position paper, critique Dispute Justify Judge Rate Create ‘Change Invent Framework, model, story, (creating something | Design Devise multimedia presentation, poem, new) Formulate Generate bell, pong, carey Improve Compose PlanModule 16 — The Revised Bloom's Taxonomy of Educational Objectives Uses of the Revised Taxonomy The revised taxonomy provides a framework that helps educators in the following ways: 1, It provides educators with a common set of terms and levels about learning outcomes that help in planning across subject matter and grade levels. 2. It helps in the drafting of learning standards across levels 3. It serves as a guide in evaluating the school’s curriculum objectives, activities and assessment. 4. It guides the teacher in formulating learning outcomes that tap higher — order thinking skills.Module 17 ~ sternberg’s Successful Intelligence Theory and WICS Model 187 (rina Sternberg’s Successful Intelligence Theory and WICS Model In this Module, challenge outcomes: i explain Sternberg’s Successful Intelligence Theory and WICS yourself to attain the following learning + demonstrate enjoyment of working on WICS-based tasks and activities. * prepare a lesson guide that is based on the WICS model. Robert Sternberg did extensive work in the field of intelligence. As a youngster, he had difficulty with intelligence tests. He did not | Robet J. Stemberg perform well on such tests. This might have fueled his interest in the psychologst field that led him to come up with the Triarchic Theory of Intelligence | 27=tty he Provst in the 1980’s. Over the years, his theory evolved from the more ]Psyhicgy atte complicated, componential Triarchic Theory to the simpler, successful | Intelligence Theory. More recently, in collaboration with other |- prominent psychologists, he proposed the WICS (Wisdom, Intelligence, Creativity, Synthesized) Model. It is an alternative paradigm to deliver | 2 snma more relevant admission, instruction and assessment in education. This | 'e72 Psyékiog) Module will introduce you to the theory and the model. It is hoped eecate that it will spawn your interest and make you want to explore more. | ncudng ne Practical InteligenceModule 17 ~ Stemberg’s Successful Inteligence Theory and WICS Model 189 De The tasks in the activity above correspond to the four skills or intelligences that compose the successful intelligence theory of Robert Sternberg. Task##1 involves memory skills. Task #2 is on analytical skills. Task #3 focuses on creative skills. Task #4 involves practical'skills.. Each individual may have a preference for one or two of these skills because we have our own unique tendencies. However, we shall see that all these four skills are useful. Dr. Sternberg and Dr. R. Lucas Successful Intelligence Theory The four skills included in the theory are described below: 1. Memory skills help us recall facts and pieces of information. It helps us retain the knowledge we acquire. 2. Analytical skills help the person determine if a certain idea is good. 3. Creative skills allow a person to come up with a new idea, usually to answer a need or solve a problem. It makes one flexible and able to adjust to changes in one’s situation. 4. Practical skills enable a person to apply what one has leamed. It also allows one to carry through or implement a plan. Stemberg believed that traditional views of intelligence focused heavily on memory and analytical skills. This traditional view led to teaching strategies that focused mainly on memory and analytical skills as well. It naturally followed that assessment of learning likewise concentrated heavily on these two skills. Memory and analytical skills are very much necessary. Being able to recall information or have knowledge is needed to begin thinking creatively. One cannot apply knowledge which he cannot remember. Analysis is important before one can think of new and better ideas. However, memory and analytical skills should not be the only focus of education, Stemberg also emphasized creative and practical intelligence. Creativity is what moves people forward. Creativity gives birth to new and better solutions to problems. Without creativity we will get trapped in things and ways that don’t work anymore. Practical intelligence, on the other hand, makes us apply what we have learned. It gets us to actually do what needs to be done. According to Sternberg, successful intelligence is “the ability to succeed in life, given one’s own goals, within one’s environmental contexts.” It is maximizing one’s own strengths not only to adapt to one’s environment, but to also contribute significantly to society. Each person may have his/her own unique way of practicing the four skills because cach has different strengths. The idea is to further develop one’s unique strengths in the context of the four skills rather than simply making it the goal of the school to just develop memory and analytical skills. The theory ofsuccessful intelligence points “that some students who do not do well in conventional courses may, in fact, have the190 FACILITATING LEARNER-CENTERED TEACHING creative and practical skills is what leads to successful intelligence. It is vital that we remember what we learn (memory); use critical thinking to evaluate the things we learn (analytical); be innovative in finding better ways of doing things and solving problems (creative); and apply and put to action what we learn (practical), The WICS Model In the WICS model, intelligence is viewed as a set of fluid abilities to learn from experience and to adapt to one’s surroundings. Individuals possess abilities that can be nurtured into competencies and further cultivated into expertise, The WICS is a more recent model of how humans think and reason that can help us understand how students will learn most effectively. It aims to develop basic abilities to true expertise. WICS stands for Wisdom, Intelligence, Creativity, Synthesized. Sternberg (2010) described the WICS Model as follows: “The basic idea is that citizens of the world need creativity to form a vision of where they want to go and to cope with changes in the environment, analytical intelligence to ascertain whether their creative ideas are good ones, practical intelligence to implement their ideas and to persuade others of the value of their ideas, and wisdom in order to ensure that the ideas will help achieve some ethically-based common good, over the long and short terms, rather than just what is good for them and their families and friends.” Stemberg presents a model for education that is relevant to the need of the times, Time and again the world has seen leaders in countries, corporations, religious groups and other institutions who have been considered intelligent. They were capable of serious analysis of issues and problems. They were good at coming up with new ideas. However, some of these leaders lacked the moral and ethical “muscles” to really act for the good of their people and not just for their own. Your role as a teacher is not to educate the mind alone, but to educate the soul as well. Accept this not just as a job but embrace it as a mission. : Sternberg proposed that while education develop analytical and practical intelligence as well as creativity, wisdom should be an integral part of the whole process. Whatever topic you will be teaching, it is important to integrate questions, tasks or activities that target the development of wisdom. You should also come up with creative ways for your leamers to put together or synthesize intelligence, creativity and wisdom. Applying the WICS Model The uses of the WICS model include admission, instruetion and assessment. However, for this Module, we shall focus only on the model’s instructional and assessment uses. One way that you can apply the WICS model in instruction is when youModule 17 ~ Sternberg's Successful Intelligence Theory and WICS Model reflect and make choices on the tasks and activities that you will give to teach and assess your students. You may choose to teach analytically, creatively; practically as well as_teach for wisdom. Your choice can be based on the preferences and strengths of your leamers. This is useful for any level, from preschool to higher education. Sternberg described each of these. Some examples relevant to education in the Philippines are also provided below. _ How do you teach analytically? Make your students use critical thinking. Design tasks and activities that provide opportunity for your learners to 1. Analyze 2. Critique 3. Judge 4. Compare and contrast 5. Evaluate 6. Assess lere are some examples for analytical intelligence a. Analyze the development of the character of Ibarra in Noli Me Tangere b. Critique the design and features of the latest smart phone c. Judge the artistic merits of Filipino cartoonist, Larry Alcala’s “Slice of Life.” d. Compare and contrast the Italian approaches of Montessori and Reggio Emilia in early childhood education e. Evaluate the validity the theory of evolution. Write a term paper on this. f. Assess the strategy of the Manila city government to improve the traffic situation around the city. How do you teach creatively? It is important for you to encourage and stain your students’ creative ideas. Remember to be an example to them by king the risk to share your own creative ideas. Think out of the box. Design ks and activities that help students to: 1. Create Invent Discover Imagine if. Suppose that... Predict PO 9. re are some examples for creative intelligence: a. Create an alternative ending to Florante at Laura (Literature) b, Invent a dialogue that would transpire if Jose Rizal and Ninoy Aquino met (Araling Panlipunan) Discover a way to explain why heavy ships float at sea. (Science) d. Imagine if the EDSA Revolution did not happen in 1986. What do you 191 “think our country will be like at present and 10 years later? (Araling Panlipunan)192 FACILITATING LEARNER-CENTERED TEACHING e. Suppose that you were to design a computer game to help children learn about love and sacrifice. Describe the game you will create, (Computer Education, Edukasyon sa Pagpapakatao) Predict changes that will happen if humans had a third eye at the f. back of their heads. Choose an appliance or gadget that would need to be changed in order to be useful. Propose a new functional design, (HELE) How to do you teach practically? Have in mind real life situations where students can use what they learn to meet their own and also others’ practical needs, Design tasks and activities that allow your students to: 1. Apply 2. Use 3. Put into practice 4. Implement 5. Employ 6. Render practical what they know Here are some examples for practical intelligence: ‘Apply addition concept in determining number of boys and girls in the classroom (Mathematics) b. Use the knowledge of Excel to keep track of daily household expenses (Computer Education, Mathematics) Put into practice what you learn about classroom rules in making your own classroom rules poster (Classroom Management) d. Implement a lesson plan that one has made (Principles of Teaching) e. ‘Employ the formula of computing the area of one’s living room to determine the number of 12”x12” tiles needed to cover the floor. f. Render practical a proposed assembly design for a computer PC a. c. How do you teach for wisdom? One of the goals is for learners to learn to see and understand the point of view of others. It is important for your learners to balance one’s own needs with the needs of other people and also that of the world or the environment. It is developing your learners to consistently act based on positive ethical values. You teach for wisdom when you are able to move your students to: 1. try to find a common good see things from others’ points of view balance your own interests with those of others and of institutions. look at the long term as well as the short term reflect about how one can base his every decision on positive ethical values appreciate that in life what is seen as true and effective may vary over time and place yaen aModule 17 — Sternberg’s Successful Intelligence Theory and WICS Model Here are some examples for wisdom: a, What might be a solution for the common good in the Philippines and China claim on Spratly Islands (Araling Panlipunan, Political Science) b. Think of a person you had a conflict or fight with. Put yourself in the person’s place. Write down her point of view and concerns as detailed as possible. What can you do or say to express that you understand the person now? (Edukasyon sa Pagpapakatao, General Psychology) c. Should parents expect their children to take care of them when they are old? Why? (Edukasyon sa Pagpapakatao) d. How is global warming going to affect the world, and the Philippines in particular? What can you do? (Science, Geology, Edukasyon sa Pagpapakatao) e. Is it ever ethical to shoot down a plane with civilians and terrorists on board if the terrorists plan to slam the plane to a building with thousands of people? (Edukasyon sa Pagpapakatao) f. How does parenting change over time? What would you say are different now than before? What are the constant things that should be present to make the parent-child relationship work? (Edukasyon sa Pagpapakatao) The WICS Model has been used not only for instruction but also for admission and assessment. Sternberg and his colleagues proposed, tried out and studied creative ways of doing student admission as well as assessing students’ learning. Based on their studies, the WICS model was successful for teachers and their learners because it (1) celebrated the differences of learners through a supportive learning environment, (2) made students remember better what they learned, (3) build on the strengths of the leamers, and (4) strengthened the motivations of the learners. § 193