The-Cognitive-Processes-Dimension---University-of-

AnalyzingstandardsfromacognitiveperspectiveAnalyzingstandardsfromacognitiveperspectivecanhelpteachersinthreeways:1.Itcanhelptogainamorecompleteunderstandingoftheirstandards(learning).2.Makebetterdecisionsabouthowtoteachandassesstheirstudents(instructionandassessment).3.Itcanhelpdeterminehowwellthestandards,assessmentsandinstructionalactivitiesfittogetherinameaningfulway(alignment).TheTaxonomyTable-BasedonATaxonomyforTeaching,Learning,andAssessing(2001,Anderson,L.,Krathwohl).TheCognitiveProcessesDimensionTheTypesofKnowledgeRememberUnderstandApplyAnalyzeEvaluateCreateFactualConceptualProceduralMetacognitiveStandard(s)–TaxonomyTableAnalyzingstandardsfromacognitiveperspective.Procedure:1)chooseasciencestandard.Inourexampleitwillbe6thgrade,standard1A.2)Identifyoneandonlyonecellinthetaxonomytablethatthestandardbestmatches.Usethedescriptionsofthecognitiveprocessesandknowledgetypestoidentifythecellthatthestandardismostcloselyalignedwith.3)Createatask(s)thatwillassessstudents’understandingofthestandard(s).4)Identifyactivitiesthewillbuildstudentmasteryofthestandard.5)Repeatthisprocessforrelatedsciencestandardsandstandardsfromotherdisciplines.Categories&CognitiveProcessesAlternativeNamesDefinitionsandexamples1.Remember–Retrieverelevantknowledgefromlong-termmemory1.1RecognizingIdentifyingLocatingknowledgeinlong-termmemorythatisconsistentwithpresentedmaterial.1.2RecallingRetrievingRetrievingrelevantknowledgefromlong-termmemory.2.Understand–Constructmeaningfrominstructionalmessages,includingoral,written,andgraphiccommunication.2.1InterpretingClarifying,paraphrasing,representing,translating.Changingfromoneformofrepresentation(e.g.numerical)toanother(e.g.verbal).2.2ExemplifyingIllustrating,instantiating.Findingaspecificexampleofillustrationofaconceptorprinciple.2.3ClassifyingCategorizing,subsumingDeterminingthatsomethingbelongstoacategory,includingconceptsandprinciples.2.4SummarizingAbstracting,generalizingAbstractingageneralthemeormajorpoint(s).2.5InferringConcluding,extrapolating,interpolating,predictingDrawingalogicalconclusionfrompresentedinformation,2.6ComparingContrasting,mapping,matching.Detectingcorrespondencesbetweentwoideas,objects,andthelike.2.7ExplainingConstructingmodelsConstructingacause-and-effectmodelofasystem.3.Apply–Carryoutoruseaprocedureinagivensituation.3.1ExecutingCarryingoutApplyingaproceduretoafamiliartask.3.2ImplementingUsingApplyingaproceduretoanunfamiliartask.TheCognitiveProcessesDimension4.Analyze–Breakmaterialintoitsconstituentpartsanddeterminehowthepartsrelatetooneanotherandtoanoverallstructureorpurpose.4.1DifferentiatingDiscriminating,distinguishing,focusing,selectingDistinguishingrelevantfromirrelevantpartsorimportantfromunimportantpartsofapresentedmaterial.4.2OrganizingFindingcoherence,integrating,outlining,parsing,structuring.Determininghowelementsfitorfunctionwithinastructure.4.3AttributingDeconstructingDetermineapointofview,bias,values,orintentunderlyingpresentedmaterial.5.Evaluate–Makejudgementsbasedoncriteriaandstandards.5.1CheckingCoordinating,detecting,monitoring,testingDetectinginconsistenciesorfallacieswithinaprocessorproduct;determiningwhetheraprocessorproducthasinternalconsistency;detectingtheeffectivenessofaprocedureasitisbeingimplemented.Determineifastudent’s/scientist’sconclusionsfollowfromobservationsanddata.5.2CritiquingJudgingDetectinginconsistenciesbetweenaproductandexternalcriteria,determiningwhetheraproducthasexternalconsistency;detectingtheappropriatenessofaprocedureforagivenproblem.6.Create–Putelementstogethertoformacoherentorfunctionalwhole;reorganizeelementsintoanewpatternorstructure.6.1GeneratingHypothesizingComingupwithalternativehypothesisbasedoncriteria.Generatehypothesestoaccountforanobservedphenomenon.6.2PlanningDesigningDevisingaprocedureforaccomplishingsometask.6.3ProducingConstructingInventingaproduct.Buildhabitatsforaspecificpurpose.TheCognitiveProcessesDimensionTheKnowledgeDimension-BasedonATaxonomyforTeaching,Learning,andAssessing(2001,Anderson,L.,Krathwohl).MajorTypesandSubtypesExamplesA.FactualKnowledge–Thebasicelementsstudentsmustknowtomasterasciencestandard.A1.KnowledgeofterminologyTechnicalandscientificvocabularyA2.KnowledgeofspecificdetailsandelementsPartsofacell,elementsintheperiodictable.B.ConceptualKnowledge–Theinterrelationshipsamongthebasicelementswithinalargerstructurethatenablethemtofunctiontogether.B1.Knowledgeofclassificationsandcategories.Periodsofgeologicaltime.B2.Knowledgeofprinciplesandgeneralizations.Pythagoreantheorem,cellularbasisoflife,Newton’slaws.B3.Knowledgeoftheories,models,andstructures.TheoryofevolutionC.ProceduralKnowledge–Howtodosomething,methodsofinquiry,andcriteriaforusingskills,algorithms,techniques,andmethods.C1.Knowledgeofsubject-specificskillsandalgorithms.Howtousearuler,whole-numberdivision.C2.Knowledgeofsubject-specifictechniquesandmethods.Howtoprepareawet-mountforthelightmicroscopeC3.Knowledgeofcriteriafordeterminingwhentouseappropriateprocedures.CriteriausedtodeterminewhentoapplyaprocedureinvolvingNewton’ssecondlaw