ABSTRACT
The information in this chapter is derived from a case study investigation of a humanities and social sciences elective course offered at the American University of Sharjah (AUS) in the United Arab Emirates (UAE). The case study identifies three practices that contribute to attainment of Bloom's higher-order cognitive skills; application, analysis, synthesis and evaluation. First, engaging students in rich, structured tasks that involve problem-based learning and offer opportunities for creative and critical thinking is important. Open-ended tasks that offer possibilities for student ownership and self-direction but which require personal management and communication. Second, pedagogic models that aim to facilitate enquiry and the advancement of knowledge are integral to rich tasks. Finally, situated learning can engage students in active, socially oriented learning and provide opportunities for the integration of new knowledge into existing understandings. The chapter concludes with comment about the student's attainment and the personal dynamics that aided or impeded growth and attainment.
