Assessing Reasoning Proficiency

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Assessing Reasoning Proficiency

• All reasoning results from knowledge and
  understanding.

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Two Ways of Knowing

• 1. We know facts, information, processes and
  concepts using our various memories.
• 2. We know about the world, because we know where
  to find the information.
• What interests you? How do you find out about it?

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Thinking/ Reasoningis natural

• Teachers create learning by stimulating thinking
  processes. Teaching means to provide learning in
  a specifically structured way organization,
  sequence, language, visual connections.
• We are able to assess quality thinking by
  assessing our own reasoning processes.

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Meta-cognition
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Targets and ReasoningObjectives and
ThinkingStandards and Taxonomy

• How do you think when you you write a summary?
• How do you think when you write a narrative?
• How do you think when you decide you like
  something?

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How to teach reasoning?

• Real world connection.
• Define the reasoning pattern.
• Share the concept.

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Teaching Reasoning using Guiding Questions

• Infer
• Compare
• Evaluate
• Predict

• What might happen next?
• How is this shape different than that one?
• What makes a good opening statement?
• If the pattern was adding, then what do you think
  is it here?

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• Analyze
• Deduct a course of action
• Recommend
• Classify
• Apply

• What are all the parts to the problem?
• How can you solve this task?
• Why would you choose this/
• Which family does a whale belong to?
• How would you use something?

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Open your book to page 257 Choose 3 different
reasoning skills and create a question.
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Analytical Reasoning

• Breaking something into its parts
• Its about the details.
• How do the parts work together.

Use specific graphic organizers
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Synthesizing

• Putting the parts together
• Creating a whole from its components
• Making a generalization

Use paraphrasing and summarizing
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Comparative Reasoning

• Figuring out how things are the same and how they
  are different.
• Clarify which comparison is needed.
• Find specific attributes to compare (size, shape,
  age, origin, length, color)
• Create or give categories for comparison.

Use graphic organizers, objects, visual aides.
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Activity
Classify all objects on your table into three
specifically distinguishable categories. There
must be a clear and unmistakable match between
the object and its category.
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Inductive and Deductive

• Inductive reasoning is based on the observation
  of patterns.
• From a few instances to general statement.
• Deductive reasoning is based on the application
  of a rule or principle.
• From general rule to a specific instance

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Evaluating Reasoning

• Critical thinking
• Assessment
• What are the assessment criteria?
• What is the target?

Involve students in the assessment process by
selecting the criteria.
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Reading is reasoning
Writing is reasoning
Problem solving is reasoning
The scientific method is reasoning
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Assessing Reasoning

• Clarify the reasoning process by understanding
  the meaning of the verb
• Create questions to guide the thinking process.
• Ensure students have the knowledge and
  understanding required for this type of thinking.
• Model how to engage in this kind of reasoning.

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Education has not to do with filling a pail, but
rather with lighting a flame.