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Teachers at ASFM
are expected to develop complex reasoning skills in students as a way
to extend and refine the knowledge they have been taught and use that
knowledge meaningfully. The elementary campus has a scope and sequence
for the complex reasoning skills by grade level. Both campuses have manuals
and books for teachers to learn more about teaching the complex reasoning
skills.
The complex reasoning
skills used at ASFM have been adapted from dimensions three and four of
the Dimensions of Learning (Marzano, et. al.) manual. The complex reasoning
skills for extending and refining knowledge include: comparing, classifying,
abstracting, inductive reasoning, deductive reasoning, constructing support,
analyzing errors, and analyzing perspectives. When using knowledge meaningfully,
students will practice decision making, problem solving, invention, experimental
inquiry, investigation, and systems analysis complex reasoning skills.
What follows is a
list of each complex reasoning skill with a short description of what
each means.
| Skill |
Description |
| Comparing |
The process
of identifying and articulating similarities and differences among
items. Stated more simply, it is the process of describing how things
are the same and different. |
| Classifying |
The process
of grouping things into definable categories on the basis of their
attributes. Stated more simply, it is the process of grouping things
that are alike into categories. |
| Abstracting |
The process
of identifying and articulating the underlying theme or general pattern
of information. Stated more simply, it is the process of finding and
explaining general patterns in specific information or situations. |
| Inductive
Reasoning |
The process
of inferring unknown generalizations or principles from information
or observations. Stated more simply, it is the process of making general
conclusions from specific information or observations. |
| Deductive
Reasoning |
The process
of using generalizations and principles to infer unstated conclusions
about specific information or situations. Stated more simply, it is
the process of using general statements to come to conclusions about
specific information or situations. |
| Constructing
Support |
The process
of building systems of support for assertions. Stated more simply,
it is the process of providing support for statements. |
| Analyzing
Errors |
The process
of identifying and articulating errors in thinking. Stated more simply,
it is the process of finding and describing errors in thinking. |
| Analyzing
Perspectives |
The process
of identifying multiple perspectives on an issue and examining the
reasons or logic behind each. Stated more simply, it is the process
of describing reasons for different points of view. |
| Decision
Making |
The process
of generating and applying criteria to select from among seemingly
equal alternatives. Stated more simply, it is the process of developing
and using criteria to select from choices that seem to be equal. |
| Problem Solving |
The process
of overcoming constraints or limiting conditions that are in the way
of pursuing goals. Stated more simply, it is the process of overcoming
limits or barriers that are in the way of reaching goals. |
| Invention |
The process
of developing unique products or processes that fulfill perceived
needs. Stated more simply, it is the process of developing original
products or processes that meet specific needs. |
| Experimental
Inquiry |
The process
of generating and testing explanations of observed phenomena. Stated
more simply, it is the process of developing and testing explanations
of things we observe. |
| Investigation |
The process
of identifying and resolving issues about which there are confusions
or contradictions. Stated more simply, it is the process of suggesting
and defending ways to clear up confusions about ideas or events. |
| Systems Analysis |
The process
of analyzing the parts of a system and the manner in which they interact.
Stated more simply, it is the process of describing how the parts
of a system work together. |
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