Problem
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 the 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 problem, 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?
Topic is the difference between acculturation and acculturative stress