Process / Selecting Strategies or Learning Activities
Now that we have appropriately aligned objectives at the correct cognitive level, it is time to look at Mrs. Allen's activities. Since the new objectives reflect the analysis level, the strategies should also be at the analysis level.
Teaching for analysis involves teaching for a high level cognitive process. In general, when one teaches for a high level cognitive process, one has to learn how to apply a process before actually doing the process.
Because of this we usually teach high level processing at two levels. The first level is learning the steps in the process and then replicating a procedure in a situation where an expert already performed the procedure and the student tries to get the same answer as the expert. This kind of learning is what one would typically find in a lab manual or workbook in a science class, a problem set involving data in a mathematics class, a simulation or role play in other subjects such as a social science, or doing an analysis and critique of literature or writing where the answers are already available. The latter example, analysis of literature is precisely what is required on the SOL assessments in English.
The second level is much higher and occurs after the student has learned the process and is given a novel or fresh situation where there is no set answer. If teachers are attempting to teach at this higher level you should expect to see students selecting original and legitimate situations or problems which are of high interest to the student.
In both cases one should expect to see a classroom where the students first learn how to do the process and then do it.
Now let's apply this information to Mrs. Allen's strategies.