Higher order thinking skills

you think digital literacy is? The American Library Association defines digital literacy as the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills. This definition is important to the discussion of the digital divide, defined by Morse (2004) as “inequitable use of computer technology” (p. 268). We learned from our readings that the divide between lower SES students and their wealthier counterparts

produce a higher quality and quantity work in a smaller amount of time. ODL eliminates the problem of people being pressed

observed very little higher order/critical thinking and problem solving and low motivation/morale which may impact student performance in the math course. After a year of intense coursework, including real world application practice, and many short answer and multiple choice assessments, students show minimum performance on an accelerated curriculum provided to them. This challenges the instructional efforts of the teacher to increase the performance and promote higher order thinking in the math class

evidence instead of unproven and ineffective teaching practices. In order to improve student learning and education in literacy, President Clinton led the Goals 2000: Educate America Act. This act required any decisions concerning teaching literacy to be firmly grounded with research evidence. She pushed the development of a nations-wide

allows students to fully understand the task rather than just completing the instructed task (Musgrave Hill State School, n.d.). WILF helps students understand the purpose of the learning activity and how the curriculum is important to their work in order to achieve a greater goal (Musgrave Hill State School, n.d.). For example, in week six students edit one another’s work. Peer editing is important as it allows students to understand the unit at a deeper level by giving, receiving and interpreting

One of the specific feature of critical thinking that I would like to talk about is keep an open mind. I seem to have a big problem with this one myself. I never keep an open mind when it comes to thinking because over the years I felt that my way or decision making would be the right one without the input of others. I have learned the hard way that listening to others turned out to be a good thing because their insight on things would make others make a better decision for themselves or even myself

and higher order thinking skills require learners to engage in questioning and  analysis through activities that prioritize deep understanding, creativity, making connections, understanding relationships, and dispositions such as independence, flexible thinking, and persistence and assessment experiences that are cognitively challenging and require learners to develop and exercise a full-range of thinking skills and learning dispositions. Inquiry, problem-solving, and higher order thinking skills

reflection I held three assumptions true about Bloom’s Taxonomy. The first is if the educator uses Bloom’s Taxonomy for planning through assessment, then the student will develop higher order thinking skills. Secondly, a student can move on to a higher order thinking level only if they first mastered a lower order thinking level. Thirdly, if educations use different levels of Bloom’s Taxonomy in lessons students will retain more information. Interestingly, I uncovered two additional assumptions that

resilience and approaches to teaching higher order thinking skills. Each topic will then be applied to personally to my future career in teaching mathematics. The first key ideas to be discussed within this paper is the importance of an integrated and negotiated curriculum. By using these key ideas in conjunction, we are able to accommodate for individual middle school students. An integrated curriculum enables students to draw from prior knowledge and skills across all subjects. Usually this is

and synthesize it. Initiatives have been put in place to prevent this lack of critical thinking from affecting school aged children. More recently these initiatives have moved into higher education as well. Critical thinking is defined in many different ways. Like many other researchers in the field of critical thinking Halpern (1993) argues that there is little agreement on the definition of critical thinking. However, she believes that overlap in various definition of the concept does exist. One