ATP Winter 2009Online WorkshopJim ValkenburgDelta College

The Concept Refresher on Flash Cards Sample GOs

A brief discussion: Using graphic organizers to help link learning styles.

A look at some graphic organizers and how they might be used

Students need a variety of means to learn new or difficult material Reformatting to accommodate learning

styles Developing higher level thinking skills

Problem Solving, Critical Thinking

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Knowledge, according to Bloom, is the simple recall of information.

This memorization of data is the foundation for all the other stages of cognitive development.

This stage allows one to give dates of historical events, recite a poem, identify items in a list or recognize patterns.

Comprehension requires knowledge.

In this stage the individual understands and can interpret the meaning from instructions, and can paraphrase problems.

This stage allows one to interpret information from a spreadsheet and explain how to perform a complex task.

Application requires knowledge and comprehension.

The individual can solve problems by adapting information to new situations and in different environments.

The stage allows one to use statistics to evaluate the reliability of a research project.

S/he can demonstrate, modify, manipulate and predict from a given set of data.

Analysis requires knowledge,compre- hension and application.

This individual can distinguish fact and opinion and can separate information into component structural parts.

The stage allows one to recognize logical fallacies.

This person can compare and contrast, discriminate and distinguish, and select appropriate information.

Synthesis requires each of the preceding stages.

This person can develop diverse bits of information and construct them into new meaning or structure.

This stage allows one to take information from a variety of resources and develop a new idea.

This person can combine, compile, explain and generate new structures or patterns.

Evaluation requires all five of the previous stages.

This individual can make judgments about the value of ideas.

This stage allows one to appraise, compare, critique, defend, evaluate and interpret information and come to the most effective solution to a given problem.

Critical thinking requires that one: Avoid Assumptions Collect & Sort Evidence Prioritize Relevant Evidence Consider

Concepts/Viewpoints/Judgements Create A Plan Implement Evaluate

Every Graphic Organizer allows the individual to select how the topic or topics will be viewed and used.

Graphic Organizers, like Flash cards,help students to change the format of what they are trying to learn

We will use flash cards for the Circulatory System as an example.

But first… Every picture tells a

story

Some main ideas related to theare:

the heart

circulation

veins

arteries capillaries

blood

platelet's

Heart

Blood

Capillaries

Arteries Veins

Platelets

Circulation

HeartBlood CapillariesArteries Veins

Platelets

Circulation

Heart

Blood

Capillaries

Arteries Veins

Platelets

Circulation

The following samples of graphic organizers can be used to assist students when learning.

Each graphic organizer requires that the user see, touch and say the information.

This will enhance the ability to access information.

1

2

3

4

Remember our exercise with Flash Cards.

There were Cycles incorporated into a number of the formatting schemes.

Flowcharts

Flowcharts

Flowcharts offer a linear contextand structure to a series of ideas or questions. They offer a roadmap for an individual to follow.

StartEnter OC

Multiply by 9

Divide by 5

Add 32

EndOF

(OC9)÷5+32=OF

StartEnter OF

Subtract 32

Multiply by 5

Divide by 9

EndOC

(OF-32)x5÷9=OC

or

Space Head

Heater

Fire

Sun

Planets

Moons

Nebula

Black Holes

If, for instance, one were asked todevelop an essay about objects in space,a number of ideas might arise, some of which may not necessarily relate to an academic endeavor.

But once the relevant information is found, it becomes easier to relate items that will have relevance to the topic.

The Flow of Consciousness allows the user to put down ideas as they arise regardless of how newer ideas relate to the former ideas. It is a way to overcome a creative block because there is no pressure to have precise relationships between ideas.

President

Vice Presidentof Academics

Vice President of Student Services

Dean of Academic Support

Dean of Curriculum

Dean of Student Activities

Dean of Enrollment

 

  

Students Visits Contact Hours

 

Tutoring956 3862 4889

 

Peer Mentoring

957 9938 16,713

CoreValues

Home

Lea

rnin

g JobPl

ay

Family

Comfort

UpkeepEclectic

Lifelong

Enjoy Work Well

Pro Development

Enjoy Work

Laugh

Sports

Spouse

Children

Siblings

Continents

NorthAmerica

Europe

Antarctica

Austrailia

Asia Africa

SouthAmerica

Legistrative Branch

House of

Representitives

Senate

Committees Committees

Sub-Committees

Sub-Committees

Mind Map

Organized around several major themes this graphic shows theinterrelationshipbetween seemingly unrelated portionsof one writing class.

Thinking about thinking is one step in problem solving that many people do not apply.

It is interesting to try to discover what one’s thought processes are when solving problems.

Thanks for completing this module.

I hope you have found this information useful. .

Please respond to the discussion board prompt.