Monday, October 28, 2013
Chapter 8 Generated Questions
1. Explain the techniques Ormrod provides for promoting advanced thinking skills in students with special needs.
This is an understanding question according to Bloom's taxonomy due to the fact that it is necessary to explain the information in your own words.
2. How do you think students would react to the candle problem? Do you think most students would be confined in a mental set?
This is an evaluating question according to Bloom's taxonomy due to the fact that it is necessary to analyze the information in order to make your own conclusions about the information.
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1. Ormrod provides many examples in the table on page 280 of how as a teacher you can promote advanced thinking skills in students with disabilities such as specific cognitive or academic difficulties, social or behavior problems, general delays in cognitive and social functioning, physical or sensory challenges, and advanced cognitive development. For students with specific cognitive or academic difficulties, a couple of Ormrod's suggestions are to encourage and scaffold transfer of school topics and model effective problem-solving strategies and scaffold students'efforts to use them. For students with social or behavioral problems you could teach social problem-solving skills. For students with general cognitive and social functioning delays, teach new information and skills in specific contexts and situations in which students should be able to use them. For students with physical or sensory challenges you could address any deficits in higher-level thinking skills with strategies you would use with non disabled students but make appropriate accommodations for physical and sensory limitations. Finally, for students with advanced cognitive development a couple of strategies suggested would be placing a greater emphasis on higher-level processes within the curriculum and teaching higher-level thinking skills within the context of specific classroom topics.
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