Liberty University EDCO 725 Applying High Order Thinking Skills

Liberty University EDCO 725 Applying High Order Thinking Skills ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Liberty University EDCO 725 Applying High Order Thinking Skills Higher order thinking skills assignment. To teach adults students on grief and loss counseling- this is what i chose. I will attached all the information, please read first if you will be able to complete. this assignment on i teaching adults on grief and loss using active learning. What the adult students will get out of it, any information you need please ask me, this assignment have different parts. Liberty University EDCO 725 Applying High Order Thinking Skills questions_to_use_with_blooms_taxonomy.docx higher_order_thinking_skills__hots__assignment_instructions__2_.docx hots_assignment_module_3_example_1.pdf overview__advantages_active_lrng_strategies.pdf ovr_active_learning_.pdf BLOOM’S TAXONOMY AND THE DIFFERENT LEVELS OF QUESTIONS THE TAXONOMY OF BLOOM As teachers and as people part of the world, we ask questions to our learners and people everyday. Not all questions are on the same level. Some questions are easy to answer where other questions may require a great deal of thinking. Bloom (1956) has provided us with his taxonomy to assist us to compose questions on different levels of thinking. This taxonomy ranges from lower to higher levels of cognitive thinking. These levels are (I will shortly provide more detail of each level): (1) Knowledge (2) Comprehension (3) Application (4) Analysis (5) Synthesis (6) Evaluation EXAMPLES OF QUESTIONS IN THE TAXONOMY Dalton and Smith[1] (1986) provide us with the following examples: KNOWLEDGE USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS • What happened after…? • Tell • List • Describe • Relate • Locate • Write • Find • State • Name • How many…? • Who was it • Make a list of the main events.. that…? • • Make a timeline of Can you name events. the…? • Describe what • Make a facts chart. • Write a list of any pieces happened at…? of information you can • Who spoke remember. to…? • • List all the …. in the Can you tell story/article/reading why…? piece. • Find the • Make a chart showing… meaning of…? • What is…? • Which is true or false…? COMPREHENSION USEFUL VERBS • Explain • Interpret • Outline • Discuss • Distinguish • SAMPLE QUESTIONS • • Can you write in • Cut out or draw your own words…? pictures to show a Can you write a particular event. brief outline…? • POTENTIAL ACTIVITIES AND PRODUCTS • Illustrate what you What do you think think the main idea Predict could of happened was. • Restate next…? • Translate • Compare • Describe • • Make a cartoon Who do you strip showing the think…? sequence of events. • • What was the • a play based on the Who was the key story. Retell the story in your words. distinguish Paint a picture of between…? some aspect you What differences like. • Can you provide an example of • • Can you exist between…? • Write and perform main idea…? character…? • • Write a summary report of an event. • Prepare a flow what you mean…? chart to illustrate Can you provide a the sequence of definition for…? events. • Make a colouring book. APPLICATION USEFUL VERBS SAMPLE QUESTIONS • POTENTIAL ACTIVITIES AND PRODUCTS • Solve • Show another instance to demonstrate how • Use where…? it will work. • Illustrate • Construct • Complete • Examine characteristics • Classify such as…? photographs to What factors would demonstrate a you change if…? particular point. • • • Do you know Could this have • • Construct a model Make a scrapbook happened in…? about the areas of Can you group by study. Can you apply the method used to • • Take a collection of Make up a puzzle game suing the • • • some experience of ideas from the study your own…? area. What questions • Make a clay model would you ask of an item in the of…? material. From the • Design a market information given, strategy for your can you develop a product using a set of instructions known strategy as a about…? model. Would this • information be useful if you had a Paint a mural using the same materials. • …? Write a textbook about… for others. ANALYSIS USEFUL VERBS SAMPLE QUESTIONS • POTENTIAL ACTIVITIES AND PRODUCTS. Liberty University EDCO 725 Applying High Order Thinking Skills • Analyse • Distinguish could have questionnaire to • Examine happened…? gather information. • Compare • Contrast what might the to sell a new • Investigate ending have product. • Categorise been? • Identify • Explain • Separate • Advertise • • • Which events I … happened, • • • Design a Write a commercial Conduct an How was this investigation to similar to…? produce information What was the to support a view. underlying theme of…? • Make a flow chart to show the critical stages. • • • What do you see • as other possible illustrate selected outcomes? information. Why did … • showing Can you compare relationships. • presented in…? Can you explain happened • • the study person. • Prepare a report about the area of How is … similar study. • Arrange a party. What are some of Make all the the problems arrangements and of…? record the steps Can you needed. distinguish • Write a biography of when…? to …? • Put on a play about the study area. what must have • Make a family tree changes occur? your … with that • Construct a graph to • Review a work of art between…? in terms of form, What were some colour and texture. of the motives • Review a film behind…? • What was the turning point in the game? • What was the problem with…? SYNTHESIS USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS • Create • • Invent • Compose • Predict compose a song • Plan about…? • Construct • Can you design a • … to …? • • Why not Invent a machine to do a specific task. • Design a building to house your study. • Create a new Can you see a product. Give it a Design possible solution name and plan a • Imagine to…? marketing campaign. • Propose • Devise to all resources feelings in relation • Formulate how would you to… • If you had access deal with…? • • • Write about your Write a TV show, Why don’t you play, puppet show, devise your own role play, song or way pantomime about…? • to deal with…? • What would book, or magazine happen if…? cover for…? • • • • How many ways • • Design a record, Make up a new can you…? language code and Can you create write material suing new and unusual it. uses for…? • Sell an idea. Can you write a • Devise a way to… new recipe for a • Compose a rhythm tasty dish? or put new words to Can you develop a known melody. a proposal which would… EVALUATION USEFUL VERBS SAMPLE QUESTIONS POTENTIAL ACTIVITIES AND PRODUCTS • Judge • • Select • Choose • Decide • Justify • Debate your position • Verify about…? about an issue of • Argue Do you think … is special interest. • Recommend a good or a bad • Assess thing? about 5 rules you • Discuss How would you see as important. • Rate have handled…? Convince others. • Prioritise • Determine • • • • • Is there a better • Prepare a list of solution to… criteria to judge a Judge the value … show. Indicate of… priority and Can you defend ratings. What changes to • • • Conduct a debate Make a booklet Form a panel to … would you discuss views, e.g. recommend? “Learning at • Do you believe? School.”. • Are you a … • • • • Write a letter to … person? advising on How would you changes needed feel if…? at… How effective • Write a report. are…? • Prepare a case to What do you think present your view about…? about… Dalton, J. & Smith, D., (1986). Liberty University EDCO 725 Applying High Order Thinking Skills Extending Children’s Special Abilities: Strategies for primary classrooms (pp. 36-37). [1] Or available at: http://www.teachers.ash.org.au/researchskills/Dalton.htm Anderson and Krathwohl EDCO 725 HIGHER ORDER THINKING SKILLS ASSIGNMENT INSTRUCTIONS OVERVIEW Incorporating higher-order thinking skills (HOTS) is an essential component in “teaching to think” and critical for adult learning and especially graduate level learning. This exercise will give you practice in incorporating HOTS in your own proposed teaching demonstration. INSTRUCTIONS Review the highest levels of thought per Bloom and Anderson and Krathwohl’s revision of Bloom’s Taxonomy—application, analysis, synthesis, evaluation, creation. Choose two of critical thought levels and design a teaching activity for each that would fit your own teaching topic and teaching demonstration. Use the class handout which lists sample questions and then suggested learning activities for each level of higher thought. You can also review the explanations of active learning strategies to which you have been introduced in all three of our class texts. So, for example, if your topic is exploring the counseling approaches used for combat veterans with PTSD, you might set up a debate to argue the strengths and weaknesses of two therapeutic approaches. Or you might introduce a case to use for a new therapeutic application and have students argue the value or disadvantages of the new therapy approach. In this assignment, provide extensive detail about how you would develop the learning activity. Provide the actual cases, for instance, if those are used, and suggest the penetrating questions that would guide the discussion. Justify your choice of activity. Why was your active learning strategy a great way to evaluate, analyze, apply, etc. with regard to your teaching topic? Draw broadly from the class sources to support your conclusions, and cite per APA. Present the assignment in a formal APA paper. 1 HIGHER ORDER THINKING SKILLS Higher Order Thinking Skills Ms. Student Liberty University Teaching and Learning: EDCO 725 Dr. Craft Learning Activity HIGHER ORDER THINKING SKILLS 2 The learning activity chosen for the lesson will involve active learning by requiring students to work together in groups to evaluate two case studies. It will also involve critical thinking skills as students will be actively engaged in the thought process through evaluation, analyzation, and interpretation of information as well as evaluation and interpretation of their own assumptions about the information presented. (Walker, 2003). Students will be provided two cases of youth who are victims of abuse and neglect with evident environmental hazards. Students will compare then choose (evaluate) which case is more severe. They will then propose which protective factors can be used in treatment and develop (create) treatment goals for the youth. Rationale for Activity Case study methods develop student’s problem-solving skills using the knowledge, concepts, and skills relevant to the course at hand. This method allows for a conceptualized approach to a concept rather than disjointed introduction of terms (Svinicki & McKeachie, 2014). The audience for my teaching lesson is graduate students who may not have actual experience in the counseling field so the cases chosen for the demonstration will simulate actual cases they may be exposed to in their future careers. Case studies are able to target the Higher Order Thinking Skills (HOTS) as students evaluate through analysis and criticism value of different solutions to a problem (Svinicki & McKeachie, 2014). Liberty University EDCO 725 Applying High Order Thinking Skills Actual Case Studies CASE 1: Dave is a fifteen-year-old who reports he hates his parents. In fact, he doesn’t have any love for the world in general. This is due to his bio father verbally and physically abusing he and his younger brother. Dave was six and his brother was four. The brothers were separated when in foster care. Both have been reunited but their foster care experiences were different. While in foster care Dave moved from placement to placement and was in a total of 12 different homes; HIGHER ORDER THINKING SKILLS 3 while his younger brother was only in 2 different foster homes. Dave disrupted placement because of his verbal and physical aggression to others in his foster placements and school. Dave and his brother were both reunited with their biological parents last year. Dave’s Dad is an alcoholic. Dave’s mom works outside the home and is often works long hours. Dave’s a smart kid and knows it. Often times when Dave’s Dad gets drunk, Dave will argue and pick an intellectual topic to fight about, knowing his Dad will become very frustrated with the conversation. Often times, these conversations end with verbal fights between Dave and his Dad. Dave has had suicidal ideations and been hospitalized several times for being suicidal. He has made two attempts to harm himself by taking pills. Dave’s mom reports that he is not a bad kid but just has a temper like his dad. Dave’s teachers report he keeps to himself at school and doesn’t make friends easily. Dave reports that he enjoys playing with video games, drawing and one day wants to be a lawyer. Both Dave’s mom and dad’s families live in the same town and Dave says only his maternal aunt has always been in his life even when he was in foster care. Dave has been reluctant to engage in therapy and instead wants to play football. His mom is unable to transport him to practices and games because of her work schedule and his dad doesn’t have a driver’s license. Dave reports the best part about being back with his parents and being able to be a “big brother” again to someone who didn’t have “foster” in front of their title. CASE 2: Jane is a twelve-year old who was removed from her mother’s home for inappropriate supervision. Jane has a 14-year-old sister and three brothers ages 9, 7, and 5. Jane’s mother’s paramour is the biological father of only the five-year-old. Jane was on the run for nine days and alleges she ran away from home because her mother’s paramour’s uncle sexually molested her, and her mother did not believe her. Jane was placed in a foster home while the investigation was HIGHER ORDER THINKING SKILLS 4 being completed. She ran away from the foster home and was gone for 14 days. She reports she was in an abandoned house with a female peer and older man. The mother reports she previously filed a report against a 28-year-old man last year for having sex with the youth. Lisa reports she believes Jane is involved in human sex trafficking. The youth denies being a part of sex trafficking but admits she is often away with older men and her friends and they will not bring her home. In the past month Jane has left home without permission nine times and her mother has filed a police report. Jane usually leaves late at night and is gone for 12-13 hours. She reports that she is with friends and she admits she is smoking marijuana. Jane is a 7th grader and makes A’s and B’s in school She does not exhibit physical or verbal aggression, but she is in foster care due to her mother’s inability to supervise her. Liberty University EDCO 725 Applying High Order Thinking Skills The police are investigating her and believe she is a part of a sex trafficking ring, but they do not have enough evidence to act upon their suspicions. Jane has been placed in a group home, with her maternal grandmother and a maternal aunt but continues to exhibit runaway behavior. She is presently placed in a foster home 2 hours away from her hometown. There is only one other child in the home a 16-year-old female. Jane reports she likes to draw, listen to music, journal, and she interacts well with her therapist and completes the therapeutic assignments provided in sessions. Jane’s mother admits she wants her daughter to be safe and she doesn’t think she can keep her safe; therefore, foster care is the best for her. This makes Jane angry and she is very outspoken about how she feels being in foster care. Penetrating Questions Higher order thinking skills, according to Walker (p. 265, 2003) should start or end with words or phrases such as, ‘‘explain,’’ ‘‘compare,’’ ‘‘why,’’ ‘‘which is a solution to the problem,’’ ‘‘what is the best and why,’’ and ‘‘do you agree or disagree with this statement?’’ HIGHER ORDER THINKING SKILLS 5 The lesson will encompass both higher order thinking and Socratic questions. Socratic questions purpose to probe or explore the strength of a student’s justification or assumption. Here are some examples of penetrating questions that could possibly be used in the lesson: • Choose which case study is more severe and support your assumptions only with the information that is provided in the case study. • What are the dangers of using assumptions that are not based upon evidence provided in the case study? • Provide rationale for the protective factors you chose to implement in the treatment plan. • What are possible detriments if protective factors are overlooked and not used in enhancing resiliency in youth who are victims of maltreatment, abuse, or neglect? • Explain to a foster parent of a youth who has suffered maltreatment, abuse, or neglect why it is important to utilize youth’s protective factors to enhance their resiliency. Bloom’s/Anderson & Krathwohl’s Taxonomy The revised Anderson and Krathwohl cognitive taxonomy places evaluate and create as the last two levels of higher order thinking skills. The lesson will require students to utilize both levels of learning. Evaluation requires learners to judge the worth of the material granted against stated criteria (Anderson & Krathwohl, 2001). Students participating in this lesson will be provided with an overview of protective factors and environmental hazards in regard to youth who are the victims of abuse and neglect or maltreatment. The next step will be presented with two case studies in which they have to compare and choose which youth’s case is the most severe. Create requires learners to separate ideas to establish new relationships (Anderson & 6 HIGHER ORDER THINKING SKILLS Krathwohl, 2001). After deciding which case is the most severe, students will propose which protective factors that were previously identified can be implemented to develop treatment goals for the youth. Liberty University EDCO 725 Applying High Order Thinking Skills This activity requires students to establish a new relationship between using protective factors in the treatment goals to enhance a youth’s resiliency. References HIGHER ORDER THINKING SKILLS Anderson, L.W., & Krathwohl (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman. Bloom, B.S. and Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green. Svinicki, M. & McKeachie, W. (2014). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers. (14th ed.). Belmont, CA: Cengage Learning. ISBN: 9781133936794. Walker, S. E. (2003). Active learning strategies to promote critical thinking. Journal of Athletic Training, 38(3), 263-7. Retrieved from http://ezproxy.liberty.edu/login? 7 Active Learning What is the Value of Active Learning to the Students? The most important value is that active learning increases students’ retention and comprehension of the course material. Tasks to be accomplished become explicit. Active learning utilizes the students’ data and knowledge base. Students have an opportunity to provide personal insights and interpretation (develop their own answers). The process allows students to experiment with ideas, to develop concepts, and to integrate concepts into systems. Research shows that active learning seeks to engage a greater range of students in effective learning. Furthermore, it positively affects the attitude of students toward self and peers in the learning process. Active learning develops social experiences between students and between teacher and students. It can build community within the classroom. What is the Value of Active Learning to the Teacher? 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