Cognitive Complexity

Attachments:

• How to Increase Student Engagement in the Classroom

1. Students generate lists.
   1. What are the levels of Cognitive Complexity?
      1. 6.1 Generating (Hypothesizing)

         Annotations:

         • According to the Revised Bloom's Taxonomy.
   2. What are some ways to raise the Cognitive Complexity?
      1. 6.2 Planning (Designing)

         Annotations:

         • One problem with going green is storage solutions. Students will write detailed procedures and solutions for storing cans, plastics, cardboard, and newspaper.
         • Students will write detailed procedures for the 'going green' project. Procedure details will include steps to take for preparation for beginning the project, estimated costs, lists of who will be responsible for specific tasks, and the actual daily procedures and rules/policies.
2. Students debate ideas.
   1. What are the levels of Cognitive Complexity?
      1. 5.2 Critiquing (Judging)

         Annotations:

         • According to the Revised Bloom's Taxonomy.
   2. What are some ways to raise the Cognitive Complexity?
      1. 6.1 Generating (Hypothesizing)

         Annotations:

         • After debating which 'going green' recycling options would be best for their school, students could generate ideas of how individuals could make changes to individually make a difference in the environment (use lunch boxes instead of paper bags, bring water from home instead of buying bottled water, etc.).
      2. 6.2 Planning (Designing)

         Annotations:

         • Students could be asked to draw plans and write a proposal for the technicalities of the project; where can participants drop of recycling, where will recycled items be stored until they are picked up, who will pick up or drop off recycled items, will there be a fee for removal, etc. 
         • Students could be asked to plan activities for the recycling day kick off or to plan activities and guest speakers on Earth Day. Students could use ExamTime, Coggle, or MindMup (3 great mapping tools) to brainstorm, record, and present their ideas.
      3. 6.3 Producing (Constructing)

         Annotations:

         • Students could be asked to recycle items by creating new marketable products that could be sold for cash/profit for the school (aluminum can crafts, computer pieces into jewelry, scrap paper into art, etc.). 
3. Students deliver prezi.
   1. What are the levels of Cognitive Complexity?
      1. 6.2 Planning (Designing)

         Annotations:

         • According to the Revised Bloom's Taxonomy.
   2. What are some ways to raise the Cognitive Complexity?
      1. 6.3 Producing (Constructing)...see notes attached

         Annotations:

         • Students will build necessary items for the 'going green' project. For example, if wire boxes or baskets are needed to hold recycled items, students will construct those. If boxes are needed to hold trash cans, students will create those, etc. 
         • Students will create a commercial for other students, staff, parents, and other stakeholders explaining the importance of their campaign and the newly established procedures for the new project.
         1. The New Levels of Cognitive Complexity
4. Want to watch a great video to learn more about the Revised Bloom's Taxonomy? Click the notepage at the top right!

   Annotations:

   • https://www.youtube.com/watch?v=KGXANN3MUsg
   1. Another informative clip from youtube! Short and simple! Just click the notepage!

      Annotations:

      • https://www.youtube.com/watch?v=ykTv6jwtX0U