Real-World Learning Framework - Cognitive Complexity

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Real-World Learning Framework - Cognitive Complexity

Embed in teaching standards as well as performance expectations for each content area standard

Bloom's Taxonomy - Revised

Create

Organizing information in a new way to design a product

Generating, Planning and Producing

Evaluate

Students examine informational sources to assess their quality and make decisions based on the identified criteria

Checking and Critiquing

Analyze

Could be a top tier level of complexity based on if it is student vs teacher directed

Often seen as the beginning of deep thinking process

Students use knowledge and understanding to complete higher-level tasks or projects

Differentiating, Organizing and Attributing

Apply

Students execute certain procedures or steps to address a new problem

Executing and Implementing

Understand

Establish new connections with content

Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing and Explaining

Remember

Recover information previously memorized

Recognizing and Recalling

Questions about Cognitive Complexity

Teachers should ask themselves crucial questions to be sure their lessons have various levels of cognitive complexity

Do students have opportunities to generate open-ended, high level thinking questions?

Is the project teacher directed or student directed?

Is the project standards based and part of the curriculum?

Will the student work produce this level of thinking?

What is Bloom's level of student thinking in the task?

5 Levels of Cognitive Complexity

How students interact with the content dictates level of thinking

Specializing

Students generate projects while thinking like an expert with open-ended or global emphasis

Integrating

Same as investigating BUT students identify the questions, tasks or projects

Investigating

Analyze, evaluate and create using teacher directed tasks

Practicing

Understand and apply level tasks

Knowing

Remember level tasks

Directly related to Blooms' Taxonomy

Defined as: The level of critical thinking required for an instructional task based on Create Excellence Framework

Clarified as applying knowledge in new ways and engaging in nonroutine problem solving