Accueil
Livres numériques Summary of Ron Ritchhart, Mark Church & Karin Morrison's Making Thinking Visible
Livres numériques Summary of Ron Ritchhart, Mark Church & Karin Morrison's Making Thinking Visible
Prévisualiser ce livre
Summary of Ron Ritchhart, Mark Church & Karin Morrison's Making Thinking Visible
Everest Media
Disponibilité:
Ebook en format EPUB. Disponible pour téléchargement immédiat après la commande.
Ebook en format EPUB. Disponible pour téléchargement immédiat après la commande.
Éditeur:
Everest Media LLC
Everest Media LLC
Protection:
Filigrane
Filigrane
Année de parution:
2022
2022
ISBN-13:
9798822502628
Description:
Please note: This is a companion version & not the original book.
Sample Book Insights:
#1 The word think is used frequently in classrooms. However, teachers have never considered what they want their students to do mentally when they hear the word think.
#2 The thinking required in teachers’ lessons is often identified using Bloom's taxonomy, which focuses on three domains: affective, psychomotor, and cognitive. However, the idea that thinking is sequential or hierarchical is problematic. In reality, there is a constant back and forth between ways of thinking that interact to produce learning.
#3 The idea of levels of thinking is meaningless when considered in isolation. It makes more sense to consider the levels or quality within a single type of thinking. For instance, one can describe a situation at a high and detailed level or a superficial level.
#4 The idea of levels of thinking is problematic when it comes to parsing thinking. Thinking does not happen in a lockstep, sequential manner. It is much messier, complex, and interconnected than that.
Sample Book Insights:
#1 The word think is used frequently in classrooms. However, teachers have never considered what they want their students to do mentally when they hear the word think.
#2 The thinking required in teachers’ lessons is often identified using Bloom's taxonomy, which focuses on three domains: affective, psychomotor, and cognitive. However, the idea that thinking is sequential or hierarchical is problematic. In reality, there is a constant back and forth between ways of thinking that interact to produce learning.
#3 The idea of levels of thinking is meaningless when considered in isolation. It makes more sense to consider the levels or quality within a single type of thinking. For instance, one can describe a situation at a high and detailed level or a superficial level.
#4 The idea of levels of thinking is problematic when it comes to parsing thinking. Thinking does not happen in a lockstep, sequential manner. It is much messier, complex, and interconnected than that.
Aperçu du livre