Critical Thinking and Problem Sovling

Part One
Example Learning Objective: The student will learn the major parts of the brain

Knowledge: The student will learn the anatomical terms regarding the brain.
Understanding: The students will learn the physiology of the different terms of the brain
Application: The students will see how these anatomical parts are studied by doctors, psychologists, biologist

Analysis/Synthesis: Students will be able to write down each part of the brain and how they work in conjunction with each other

Evaluating: Students can dissect a brain (maybe a sheep brain in a lab) and be able to identify what that brain has in common with the human brain. (Why didn't I think of this for my lesson plan!!!???)

Creating: Students will have to create a model of the human brain, using whatever materials they like

Part Two
Even though the teacher mentioned this point several times in the class it does not surprise me that the students did not remember this on their final exam. First of all the way he taught the students, even though he used a demonstration, did not answer the question as to why it was hotter in the summer. After reading his explanation myself, it was unclear to me exactly why it was hotter in the summer due to the angle of the sun as opposed to the earth being closer to the sun in the summer. The students may have been paying attention but were just unable to fully understand what the teacher was trying to say. If the concept was so important than the teacher should have assessed the students understanding of the concept prior to the final exam. He could also ask other more experienced teachers on how to better get that concept across to the students.