Mr. Black's World History The Pre-Modern Roots of the Globalized World
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Learning Tools Page Title

Introduction

Thinking and learning are highly sophisticated internal process; therefore, the better you understand those processes, the more you will benefit from your experiences.

The instruments found in this section were included to not only assist you in all of your classes, but to promote the skills necessary to become a life-long learner. Within the Learning Tools section, you will find the following:

  • Personality Inventories: provide insights into how you process new information and demonstrate what you have learned.
  • Higher-Order Thinking Skills: Techniques that will help you develop your complex thinking.
  • Organization Skills: Ideas that will help you collect, categorize, and classify new material more effectively.
  • Metacognitive Skills: Questions designed to help you develop the habit of thinking about your own thinking.
Personality Inventories
Amazing Brain
Learning Styles
Carl Jung, through his theory of Learning Styles, attempts to explain the ways that people receive, process, and make decisions based on the new information they acquire.
Inventory

Take the Jung Typology Test (Long Version). Remeber to record the 4-letter code at the end.

Also, go to Learning Styles Online, and take the 'Free Learning Styles Inventory.' Sign in as new user; however, your final results will be reported to a group location. I have created an account, and I will provide you with further instructions in class.

If these sites are not working, the following sites provide good alternatives. Also, you might want to take a few of these to compare the results.

Learning Styles (Short Version)

Learning Styles Inventory

Analysis

The following sites will assist you to better understand and interpret the results of your test.

Directed Energy:

Processing Information:

Introvert (I)-- inward looking; connections with own emotions and thoughts. Sensing (S)-- deals with reality and concrete concepts; relies on the five senses to assist in the collection of information.
Extrovert (E)-- outward looking; connections with others and seeks activity. Intuitive (N)-- looks for possibilities; searches for patterns and big concepts; makes predictions about future events.
Decision Making:

Preferred Organization:

Thinking (T)-- follows guidelines of logic, organization, order, and objectivity. Judgment (J)-- structured and meticulous.
Feeling (F)-- spontaneous and establishes social relationships; searches for connections to others, sharing ideas, and seeking approval. Perception (P)-- flexible and exploratory.

SOURCES:

Silver, Harvey F., Richard W. Strong, and Matthew J. Perini. So Each May Learn: Integrating Learning Styles and Multiple Intelligences. Association for Supervision and Curriculum Development. (Virginia, 2000).

Myers Briggs Personality Type

Sensing-Thinking (ST)

Sensing-Feeling (SF)
Mastery
Interpersonal
Intuitive-Thinking (NT)
Intuitive-Feeling (NF)
Understanding
Self-Expressive

 

Multiple Intelligences

Howard Gardner, through his theory of Multiple Intelligences, attempts to explain the different ways that people demonstrate how they are 'smart.'

Multiple Intelligence Inventory: to start, click on "FREE Learning Style Profile" in the bottom left-hand corner. List the traits for each intelligence and examples of professions to gain a better understanding of the different ways that people use their intelligences.

Linguistic/ Verbal Traits: Examples:
Mathematical/ Logical Traits: Examples:
Visual/ Spatial Traits: Examples:
Musical/ Rhythmic Traits: Examples:
Bodily/ Kinesthetic Traits: Examples:
Interpersonal Traits: Examples:
Intrapersonal/ Reflective Traits: Examples:
Naturalistic Traits: Examples:
How are you smart? Write your intelligences in order based on the results of your inventory.
Higher-order Thinking Skills
Bloom's Taxonomy

Benjamin Bloom tries to explain the different levels of complexity of thinking. It is important to keep in mind that complexity and difficulty are different. A task can be difficult (memorize all the presidents in order), but a low-level of complexity (knowledge level). Explore these sites to gain a better understanding of Bloom's theory. Pay close attention to the questions asked at each level of complexity.

In order to develop higher-order thinking skills, more time should be spent on the upper three tiers of Bloom's Taxonomy (analysis, synthesis, and evaluation).

In the Student Forum Section under Projects and Activities, you will find a list of project ideas that are based on Bloom's Taxonomy.

Bloom's Taxonomy Pyramid

Bloom's Taxonomy Questions

Questioning Techniques

Another area that is essential for enhancing higher-order thinking skills is effective questioning.

Asking questions is an important skill to posses in order to develop higher-order thinking skills. For suggestions on creating higher-order questions, refer to the section on Bloom's Taxonomy (above) and this article about asking Tough Questions.

Organizational Skills
Graphic Organizers
The human brain thinks in pictures. Thirty percent (30%) of the brain is used when processing visual information while only three percent (3%) for hearing, and it is possible for visual aids to improve learning by up to 400% (Burmark, p. 10). Therefore, students retain information better when they are able to visualize the information (even if it is text). Graphic Organizers allow students to create visual groupings of words. The following web sites have been included to provide models of graphic organizers:

Graphic Organizers Maker

Graphic Organizers Printable

Graphic Organizers (PDF)

Thinking Maps

Your brain is programmed to process information through images. To illustrate, try this exercise. Ask someone to say the name of a common type of animal (i.e. 'cat'). Did you see an image of the animal or the word first? Most likely you pictured the animal.

Thinking Maps are a powerful way to organize information in a visual manner that will help you remember and recall the information better.

Thinking Maps are also know as Learning Maps, Concept Maps, or Mind Maps.

Getting Started
Examples
Interactive Notebooks

During this course, you will be required to maintain an Interactive Notebook based on the model developed by History Alive! The purpose of the Interactive Notebooks is to:

  • develop organizational skills.
  • assist students in the processing of information.
  • provide students with a format that encourages them to actively interact with the material they are learning.
  • encourage students to regularily demonstrate their Multiple Intelligences and Learning Styles.
  • allow students an opportunity to be creative, adventurous, and imaginative while they internalize new knowledge.

Interactive Notebooks are separated into Student 'Output' (Left-side) and Teacher 'Input' (Right-side).

Student Output
(Left Side)

- Reorganize new information into creative formats
- Express opinions and feelings
- Explore new ideas
- Visual Representations
Teacher Input
(Right Side)
- Class Notes
- Discussion Notes
- Reading/ Video Notes
- Handouts with new information
Notebook Evaluation
- Level of Organization
- Display of Information Processing

- All Required Assignment

- Accurate Table of Contents
- Creativity
- Title Page

Greece Central SD: Interactive Notebooks

Metacognition

Metacognition is thinking about your own thinking. It is deciding what you know and what you need to find out in order to complete the task. It is an important skill that all learners need to have, but like any skill, you must learn it.

Directions: At the end of each period, or the completion of a unit, you will be asked to respond in your reflective journal to an assigned question from the list below. Put some thought into your responses and your entries will be included in your participation grade.

Personal Metacognition Question (PL) are question that you can ask yourself in a wide-variety of situations.

PL 1 - How productive was I today? How could I improve?
PL 2 - Was my group glad to have me as a member? How could I make things better?
PL 3 - Did I participate as well as I needed to today? How could I have done more?
PL 4 - How did I contribute to my group? What more could I have done?
PL 5 - How well did I use my time? How could I manage my time better?
PL 6 - How did my group see my efforts? Were my contributions positive or negative?
PL 7 - Have I faced a problem similar to this before? How did I solve it? What could I have done differently?
PL 8 - Have I faced a situation similar to this before? How did it turn out? How could it have been more successful?
Project Metacognition Questions (PR) are questions that will help you on this assignment, but they will also be useful in all your classes.
PR 1
- What do I need to do by next class? How do I plan to accomplish this?
PR 2
- How do I know that I have been using good sources? What are some of the ways I can check?
PR 3
- What questions do I have? Where can I find the answers?
PR 4
- What do I already know about this topic? What do I need to find out?
PR 5
- What is the first thing that I need to do at the beginning of next class? What do I need to do after that?
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