Advantages & Disadvantages Discuss both of these views, pros/cons of each Problems/Consequences/Effect and Solutions, Cause and Effect, Causes and Solutions, Solutions only Argumentative, personal opinion, Do you mostly disagree/agree and why? Higher-order thinking skills Remember (describe, duplicate, find, list, locate, name, recall - •retrieve, recognize - • idenityfing, reproduce, state, tell, underline, write) · How would you describe…? · Write a timeline of events for… · Locate the parts of __ on a diagram · Underline all the adverbs · Define the scientific terms Describe the Fourth Amendment Understand (Interpreting - • Translate, • Paraphrase, • clarifying, representing, relating, calculate, define, describe, discuss, distinguish, expand, identify, locate, outline, predict, report, restate, exemplifying - • illustrating, • instantiating, classifying - • categorizing, • subsuming, summarizing - • abstracting, • generalizing, inferring - • concluding, • extrapolating, • interpolating, • predicting, comparing - • contrasting, • mapping, • matching, explaining - • constructing model): Go beyond simple recall; explain differences, draw conclusions · How would you classify the type of...? · How would you compare or contrast…? · How would you rephrase the meaning of...? · What facts or ideas show…? · Which statements support…? · What can you say about…? · Which is the best answer to…? How would you summarize…? · Explain what you think is the main idea · Identify what you think are the most important supporting details · Restate the story in your own words · Compare the events leading up to the two wars · Translate the passage into English Calculate the solution using the appropriate formula Apply (Use, Calculate, Implement, Provide advice, Perform, Respond to FAQ, classify, construct, complete, demonstrate, dramatize, examine, execute - carrying out, illustrate, implement - using, practice, show, solve): Transfer knowledge to new situations, solve problems, or use rules, processes, classifications, criteria, methods, abstractions, or theories. Applying, Using Information in New Situations · What examples can you find to? · How would you solve ___ using what you’ve learned? · What approach would you use to…? · What elements would you choose to change …? What questions would you ask in an interview with …? · Construct a marketing strategy for your organization · Develop a storyboard of digital images to demonstrate a process · Draw a flow chart that illustrates a system Analyze (Compare, Categorize, Organize, Structure, Deconstruct, Relate, advertise, analyze, appraise, attribute, contrast, differentiate - • discriminating • distinguishing • focusing
• selecting, examine, identify, infer, investigate, organize - • finding coherence • integrating • outlining • parsing • structuring, separate, sequence, test, attributing - • deconstructing): Break down information, identify relationships, patterns, and main ideas, or interpret/critique different theoretical approaches. Analyzing, Distinguishing Different Parts of a Whole. · What are the parts or features of …? · How is ___ related to …? · What inferences can you make …? · How would you classify …? · How would you categorize …? · What evidence can you find …? · What is the relationship between …? · What is the function of …? · What motive is there …? Differentiate the distinct parts of … · Analyze data according to … · Troubleshoot problems with lab equipment · Arrange a conference and sequence all necessary steps · Make an organizational chart of your unit or department (categorize) · Write an ad campaign for your organization (advertise) Distinguish between ethical and unethical behavior Evaluate (Argue, Appraise, Check - • coordinating • detecting • monitoring • testing, Debate, Decide, Defend, Determine, Dispute, Editorialize, Prioritize, Rate, Recommend, Select, Support, Vertify, Assess, Critique - • judging, Justify, Weigh Up, Grade, reflect): Make judgments based on internal (e.g., logical correctness) or external evidence (e.g., selected criteria, external standards). Making Judgments Based on Criteria · What is your opinion of…? · How would you prove or disprove...? · Would it be better if…? · What would you recommend…? · How would you rate the…? · What would you cite to defend the actions…? · How could you determine…? · How would you prioritize…? · Based on what you know, how would you explain…? · What data were used to make the conclusion? · How would you compare the ideas …? · How would you compare the people? How would you justify...? · Write a letter to… defending your views on … · Write an end-of-the-year report in which you appraise… · Recommend a solution to the problem of… · Justify a proposal for… · Select the most useful products for… · Prioritize spending for local government Assess the credibility of sources Synthesize/Generate/Create/Make something new (change, combine, compare, compose, , create, assemble, devise, develop, formulate, generate - • hypothesize, imagine, improve, invent, plan - • designing, predict, propose, produce - • construct): Combine ideas to form a new whole, develop solutions, formulate hypotheses or theories, or design something new. Your answers should demonstrate creative potential Design a… to…
How would you improve…?
Formulate a theory for…?
Predict the outcome of…?
How would you test…?
How would you estimate the results for…?
If you had access to all resources, how would you deal with…?
What would happen if…?
How many ways can you…?
Develop a new proposal which would…
Create new and unusual uses for…
Construct a new model that would change… Design a computer lab for your program
Invent a machine to do a specific task
Imagine a new product and plan a marketing campaign
Design a cover image for a film
Formulate a hypothesis for…
Compose a musical score for …
Devise a problem set for…
Plan a system of governance for a utopian society factual - knowledge of terminology, knowledge of specific details and elements conceptual - knowledge of classifications and categories, knowledge of principles and generalizations, knowledge of theories, models, and structures procedural - knowledge of subject-specific skills and algorithms, knowledge of subject-specific techniques and methods, knowledge of criteria for determining when to use appropriate procedures metacognitive - strategic knowledge, knowledge about cognitive tasks, including appropriate contextual and conditional knowledge, self-knowledge Objectives of this course
• Learn (remember and understand) about theories and concepts of economic development and sustainable development (factual and conceptual)
• Learn (remember and understand) about development policy approaches and policy analysis (factual, conceptual, procedural)
• Relate (understand, analyze) theories and concepts to actual measurement and empirical work (factual, conceptual, procedural)
Learning outcomes:
After a successful completion of the course, the students…
are able to describe (remember and understand) key concepts and structure of economic growth models and drivers of socio-economic development (factual and conceptual) can explain (understand) the role of institutions, labor markets, migration and sustainable natural resource management for economic development (factual and conceptual) are able to apply (apply) learned concepts for analysis of development polices (factual, conceptual, procedural) can contrast (understand, analyze) methods for conducting research on sustainable natural resource management topics (conceptual, procedural) it means that students should be able to look at different research methods and identify, explain, and potentially elaborate on their differences Students are expected to break down and distinguish the different components and underlying principles of various research methods, highlighting their differences in the context of sustainable natural resource management. will appraise (analyze, evaluate) empirical examples through case studies (factual, conceptual) make judgments about value, quality, or how good are the empirical examples (papers, data) through case studies (real-world situations from specific developing countries, regions, or communities) are able to generalize (understand, analyze/evaluate) lessons learnt from case studies to broader development issues (conceptual) 
