"'Teaching Moves' to Achieve Learning Outcomes" (web page) presents practical and easy-to-use "strategies for achieving ... particular learning outcome[s]" - specific suggestions that "can be matched with different learning practices as you see fit."
- Cued to Bloom's (new) taxonomy, the lists include practical, specific, immediately implementable actions that instructors and students can each do to help students develop both lower- and higher-order thinking skills.
- Many of the listed actions can also become learning outcomes, starters for activities, assignments, test questions, etc.
1. Remember
a. For the Instructor to Do
- "Suggest prior knowledge to which students can link new and future information and knowledge."
- "Chunk knowledge into coherent groups, categories, or themes."
- "Share devices to improve memory such as mnemonic patterns, maps, charts, comparisons, groupings, highlighting of key words or first letters, visual images and rhymes."
- "Point out parts, main ideas, patterns, and relationships within sets of facts or information."
b. For Students to Do
- "Practice recalling and restating information."
- "Practice recognizing or identifying information."
- "Practice recalling and reproducing information."
- "Practice restating concept definitions and principles."
2. Understand
a. For the Instructor to Do
- "Outline new or upcoming material in simple form."
- "Concept-map or mind-map new or upcoming material."
- "Explain with concrete examples, metaphors, questions, or visual representations."
b. For the Students to Do
- "Restate or paraphrase and summarize information or knowledge."
- "Describe or explain phenomena or concepts using words different from those used in the initial teaching."
- "Identify the correct meaning of concepts or terms."
- "Add details or explanations to basic content."
- "Relate new to previously learned content."
- "Construct visual representations of main ideas (mind or concept maps, tables, flowcharts, graphs, diagrams, or pictures)."
3. Apply
a. For the Instructor to Do
- "Give multiple examples of a phenomenon that are meaningful to students."
- "Define the procedures for use, including the rules, principles, and steps."
- "Provide the vocabulary and concepts related to procedures."
- "Explain steps as they are applied."
- "Define the contexts, problems, situations, or goals for which given procedures are appropriate."
- "Explain the reasons that procedures work for different types of situations or goals."
- "Ensure students’ readiness by diagnosing and strengthening their command of related concepts, rules and decision-making skills."
- "Provide broad problem-solving methods and models."
- "Begin with simple, highly structured problems and gradually move to more complex, less structured ones."
- "Use questions to guide student thinking about problem components, goals, and issues."
- "Give students guidance in observing and gathering information, asking appropriate questions. and generating solutions."
b. For the Students to Do
- "Generate new examples and non-examples."
- "Paraphrase the procedures, principles, rules, and steps for using or applying the material."
- "Practice applying the material to problems or situations to gain speed, consistency, and ease in following the problem-solving steps."
- "Practice choosing the types of problem-solving strategies for different situations."
- "Solve simple, structured problems and then complex, unstructured ones."
- "Practice recognizing the correct use of procedures, principles, rules, and steps with routine problems, then complex ones."
- "Demonstrate the correct use of procedures, principles, rules, and steps with routine problems, then complex ones."
4. Analyze
a. For the Instructor to Do
- "Point out the important and the unimportant features or ideas."
- "Point out examples and non-examples of a concept, highlighting similarities and differences."
- "Give a wide range of examples, increasing their complexity over time."
- "Emphasize the relationships among concepts."
- "Explain different types of thinking strategies, including how to think open-mindedly, responsibly, and accurately."
- "Emphasize persistence when answers are not apparent."
- "Ask students questions that require their persistence in discovering and analyzing data or information."
- "Encourage students to self-evaluate and reflect on their learning."
- "Ask questions that make students explain why they are doing what they are doing."
- "Explain and model how to conduct systematic inquiry, detect flaws and fallacies in thinking and adjust patterns of thinking."
b. For the Students to Do
- "Classify concepts, examples, or phenomena into correct categories."
- "Summarize different types of thinking strategies."
- "Use types of thinking strategies to analyze and evaluate their own thinking."
- "Practice choosing the best type of thinking strategy to use in different real-world situations and explaining why their choice is superior."
- "Detect and identify flaws and fallacies in thinking."
- "Identify and explain instances of open- and closed-mindedness."
- "Identify and explain instances of responsible versus irresponsible and accurate versus inaccurate applications of thinking strategies."
- "Answer questions that require persistence in discovering and analyzing data or information."
5. Evaluate
a. For the Instructor to Do
- "Create conflict or perplexity by posing paradoxes, dilemmas, or other situations to challenge students’ concepts, beliefs, ideas and attitudes."
- "Explain how to recognize and generate proof, logic, argument, and criteria for judgments."
- "Explain the consequences of choices, actions, or behaviors."
- "Provide relevant human or social models that portray the desired choices, actions or behaviors."
- "Explain with examples how factors such as culture, experience, desires, interests, and passions as well as systematic thinking, influence choice and interpretations."
b. For the Students to Do
- "Evaluate the validity of given information, results, or conclusions."
- "Draw inferences from observations and make predictions from limited information."
- "Explain how they form new judgments and how and why their current judgments differ from their previous ones."
- "Identify factors that influence choice and interpretations, such as culture, experience, desires, interests, and passions as well as systematic thinking."
- "Detect mistakes, false analogies, relevant versus irrelevant issues, contradictions, and faulty predictions."
- "Critique a research study."
- "Use research and analysis to devise the best available solutions to problems and explain why they are the best."
- "Choose among possible behaviors, perspectives or approaches and provide justifications for these choices."
6. Create
a. For the Instructor to Do
- "Promote careful observation, analysis, description, and definition."
- "Explain the process and methods of scientific inquiry."
- "Explain and provide examples of how to identify a research problem, speculate about causes, formulate testable hypotheses, and identify and interpret results and consequences."
- "Model inquiry and discovery processes."
- "Encourage independent thinking and avoid dead ends and simplistic answers."
- "Show students examples of creativity to solve problems."
- "Encourage students to take novel approaches to situations and problems."
- "Explain phenomena using metaphors and analogies."
- "Give students examples of reframing a problem — turning it upside down or inside out or changing perceptions about it."
- "Explain and encourage brainstorming."
- "Pose questions and problems with multiple good answers or solutions."
- "Give students opportunities for ungraded creative performance and behavior."
b. For the Students to Do
- "Explain their experiences with inquiry activities and the results."
- "Resolve a situation or solve a problem that requires speculation, inquiry, and hypothesis formation."
- "Resolve a situation or solve a problem requiring a novel approach."
- "Design a research study to resolve conflicting findings."
- "Write the limitations section of a research study."
- "Write the conclusions section of a research study."
- "Develop products or solutions to fit within particular functions and resources."
- "Manipulate concrete data to solve challenging thinking situations."
- "Practice reframing a problem — turning it upside down or inside out or changing perceptions about it."
- "Explain phenomena using metaphors and analogies."
