Learn More: Obtaining Higher Learning

Summary

This video discusses the challenges students face when transitioning from high school to university, particularly in terms of test preparation. It highlights how traditional study methods may no longer suffice for university-level expectations, which require higher levels of cognitive skills, as outlined in Bloom's Taxonomy. The video emphasizes the importance of mastering not just basic memorization but also understanding, applying, analyzing, evaluating, and creating. It offers study strategies to improve at each level, with a focus on critical thinking and group work to tackle complex problems.

Takeaways

• 😀 Many students are surprised by their lower-than-expected grades in university, despite having studied for hours, because their high school study methods are no longer effective at university level.
• 😀 Students often ignore new data (such as lower grades) and continue using study methods that worked in high school, failing to recognize that university expectations are much higher.
• 😀 University-level expectations involve all six levels of Bloom's taxonomy, requiring students to go beyond basic memorization and understanding to skills like analyzing, evaluating, and creating.
• 😀 Bloom's taxonomy breaks learning into six levels: remembering, understanding, applying, analyzing, evaluating, and creating, with each requiring progressively higher-order thinking.
• 😀 High school exams typically assess the first three levels of Bloom's taxonomy (remembering, understanding, applying), while university exams incorporate all six levels, demanding more complex and original thinking.
• 😀 To succeed in university, students need to adjust their study techniques to cover all levels of Bloom's taxonomy, especially focusing on the higher-order levels (analyzing, evaluating, creating).
• 😀 For the lower levels of Bloom's taxonomy (remembering, understanding, applying), students can use techniques like flashcards, repeated practice, and working through standard problems.
• 😀 To tackle the higher levels of Bloom's taxonomy, students must focus on the thought process involved in solving problems, not just memorizing or following familiar solutions.
• 😀 Effective study strategies for the higher levels of learning include comparing different solutions, creating concept maps, solving problems from various angles, and engaging in group discussions to critique and evaluate solutions.
• 😀 Group work is particularly beneficial as it encourages students to explain concepts, ask critical questions, and evaluate solutions collaboratively, promoting deeper learning and understanding.

Q & A

Why do many university students feel unprepared for their tests despite studying for hours?

Students often feel unprepared because they apply high school study methods, which may not align with university-level expectations. These methods often focus on memorization and simple application, but university tests require deeper understanding and higher-level thinking.

What is the primary reason for the difference in performance between high school and university tests?

The primary reason is that university tests demand higher cognitive skills, including analysis, evaluation, and creation, which are not typically emphasized in high school. High school students are often used to memorizing content and solving familiar problems, but university tests present more complex and unfamiliar challenges.

What is Bloom's Taxonomy, and how does it relate to university-level learning?

Bloom's Taxonomy is a framework that categorizes different levels of cognitive learning. It is used to describe the progression from basic recall (remembering) to higher-order thinking (creating). In university courses, instructors expect students to engage with all levels of Bloom’s Taxonomy, especially the higher levels like analyzing, evaluating, and creating.

What are the five levels of Bloom’s Taxonomy as described in the video?

The five levels of Bloom's Taxonomy are: 1) Remembering, 2) Understanding, 3) Applying, 4) Analyzing, 5) Evaluating, and 6) Creating. These levels describe the progression of cognitive skills, from basic recall to higher-level synthesis and judgment.

How can students prepare for the higher levels of Bloom’s Taxonomy (analyzing, evaluating, creating)?

To prepare for the higher levels, students should focus on understanding the thought process behind solving complex problems, rather than just memorizing solutions. Strategies include practicing problem-solving, creating alternate solutions, engaging in group discussions, and applying concepts to new situations.

Why do students often disregard the data from their previous study habits when they perform poorly in university?

Students tend to disregard their previous data because they perceive a single poor outcome as an outlier. They believe that their old study methods will continue to work despite the new, higher expectations in university courses, leading them to ignore the need for adaptation in their study strategies.

How does the 'analyzing' level of Bloom's Taxonomy differ from the 'applying' level?

At the analyzing level, students must determine which technique or method to use for solving a problem, often requiring more thought and problem-solving than at the applying level, where students typically use known techniques to solve problems they have already encountered.

What role does group work play in mastering the higher levels of Bloom’s Taxonomy?

Group work is effective for mastering higher levels of Bloom's Taxonomy because it encourages critical thinking and peer evaluation. Explaining concepts to others and critiquing their solutions helps deepen understanding and promotes the development of higher-order cognitive skills like analyzing and creating.

What are some study techniques for preparing for tests at the remembering, understanding, and applying levels?

For remembering, students can use notes, cue cards, and mnemonics. For understanding, repeated practice of problems helps reinforce basic concepts. For applying, practicing problems that require the application of learned concepts in new situations is crucial.

What is the importance of evaluating your thought process when solving problems at the analyzing, evaluating, and creating levels?

Evaluating the thought process is essential because it helps students understand the underlying reasoning behind solving complex problems. Focusing on different methods and critiquing solutions allows students to build a deeper understanding and flexibility in applying their knowledge to new problems.