Making Thinking Visible: Using Thinking Routines in the Classroom
Higher Order Thinking Skills in The Classroom
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Transcript of Higher Order Thinking Skills in The Classroom
Higher Order Thinking Skills in The Classroom
Bloom’s Taxonomy Begona Farwell, Susan Grandle, Susan
Kreger and Eva Navarro
(H.O.T. Skills)
What is higher order thinking?
• Higher order thinking essentially means thinking that takes place in the higher-levels of the hierarchy of cognitive processing.
The Griney Grollers Thinking Skills Test
The grineygrollers
grandled in the granchy gak.
The griney grollers grangled in the granchy gak.
1) What kind of grollers were they?2) What did the grollers do?3) Where did they do it? 4) In what kind of gak did they
grangle?
The griney grollers grangled in the granchy gak.
The griney grollers grangled in the granchy gak. 5) Place one line under the subject and two
lines under the verb.6) In one sentence, explain why the grollers
were grangling in the granchy gak. Be prepared to justify your answer with facts.
7) If you had to grangle in a granchy gak, what one item would you choose to have with you and why?
Why Higher Level Thinking is Important
In addition to content (the what of student’s learning and achievement) we also need to be concerned with student’s thinking skills or mental processes( the how in learning).
Thinking provides the software for the mind. Higher level thinking allows student’s memory to
be used effectively. Planning for Productive Thinking and Learning by
Treffinger and Feldhusen, 1998,p.24
Need for Problem Solving Ability
Because the pace of societal change shows no signs of slackening, citizens of the 21st century must become adept problem solvers, able to wrestle with ill-defined problems and win. Problem-solving ability is the cognitive passport of the future
(Martinez, 1998).
Need for Problem Solving Ability
Thinking analytically is a skill like carpentry or driving a car. It can be taught, it can be learned, and it can improve with practice. But like many other skills, such as riding a bike, it is not learned by sitting in a classroom and being told how to do it.
http://www.cia.gov/csi/books/19104/art4.html
TheoryCritical thinking theory finds its roots primarily in
the works of Benjamin Bloom as he classified learning behaviors in the cognitive domain. Bloom (1956) developed a taxonomy of learning objectives for teachers which he clarified and expounded upon over the course of approximately two decades. His ideas continue to be widely accepted and taught in teacher education programs throughout the United States.
Six Levels of Bloom’s Taxonomy
1. Knowledge2. Comprehension3. Application
4. Analysis5. Synthesis6. Evaluation
Bloom’s Taxonomy
Bloom classifies learning behaviors according to six levels ranging from Knowledge, which focuses upon recitation of facts, to
Evaluation, which requires complex valuing and weighing of information. Each level relates to a higher level of cognitive ability.This taxonomy is useful in designing questions,
lessons, tasks for students. Bloom found that 95% of test questions focused on the lowest level…the recall of information.
Question LevelsCritical thinking may be thought of in terms of
convergent and divergent questioning (Guilford 1956, Gallegher and Aschner 1963, and Wilen 1985). Convergent questions seek to ascertain basic knowledge and understanding. Divergent questions require students to process information creatively. Convergent questions tend to align with the first three levels of Blooms Taxonomy of Learning Objectives while divergent questions relate to the latter three levels.
Applying Bloom’s Taxonomy
Level: Knowledge • Materials/Situations: Events, people,
newspapers, magazine articles, definitions, videos, dramas, textbooks, films, television programs, recordings, media presentations
• Measurable Behaviors: Define, describe memorize, label, recognize, name, draw, state, identify, select, write, locate, recite
Applying Bloom’s Taxonomy
Level: Comprehension• Materials/Situations: Speech, story, drama,
cartoon, diagram, graph, summary, outline, analogy, poster, bulletin board
• Measurable Behaviors: Summarize, restate, paraphrase, illustrate, match, explain, defend, relate, infer, compare, contrast, generalize
Applying Bloom’s Taxonomy
Level: Application• Materials/Situations: Diagram, sculpture,
illustration, dramatization, forecast, problem, puzzle, organizations, classifications, rules, systems, routines
• Measurable Behaviors: Apply, change, put together, construct, discover, produce, make, report, sketch, solve, show, collect, prepare
Applying Bloom’s Taxonomy
Level: Analysis• Materials/Situations: Survey, questionnaire, an
argument, a model, displays, demonstrations, diagrams, systems, conclusions, report, graphed information
• Measurable Behaviors: Examine, classify, categorize, research, contrast, compare, disassemble, differentiate, separate, investigate, subdivide
Applying Bloom’s Taxonomy
Level: Synthesis• Materials/Situations: Experiment, game, song,
report, poem, prose, speculation, creation, art, invention, drama, rules
• Measurable Behaviors: Combine, hypothesize, construct, originate, create, design, formulate, role-play, develop
Applying Bloom’s Taxonomy
Level: Evaluation• Materials/Situations: Recommendations, self-
evaluations, group discussions, debate, court trial, standards, editorials, values
• Measurable Behaviors: Compare, recommend, assess, value, apprise, solve,criticize, weigh, consider, debate
Steps to Constructing a Mini-Center/Activity Using The
Engine-Uity Process
1. Select a topic2. Brainstorm 6 concepts related to the topic3. Using a grid select a verb from Bloom’s
Taxonomy for each level, one of the concepts, and a product for each task
4. Translate grid into complete sentences.
Example of Grid-Comprehension Level
Concept: Verb: Product:
Range and population of the mountain lion
Identify map
Example Mini-Center /Activity Comprehension Level Task
Draw a map with a legend identifying the current range and population of the mountain lion.
What is Critical Thinking?
• This involves using your own knowledge or point of view to decide if something is right or wrong about someone else’s ideas.
http://www.cdl.org/resources/reading_room/print/hot_and_successful.html
CRITICAL THINKING SKILLS
• Inductive thinking• Deductive thinking• Determining reality and fantasy• Determining benefits and drawbacks
CRITICAL THINKING SKILLS
• Identifying value statements• Identifying points of view• Determining bias• Identifying fact and opinion
CRITICAL THINKING SKILLS
• Determining the accuracy of presented information
• Judging essential and incidental evidence• Determining relevance
Looking For Evidence Of Critical Thinking
You may be a critical thinking teacher if...
Learners are active and in a continuous dialogue with teacher
Learning is constructing, not feeding Truth is discovered, not delivered Teacher "leads from behind" Teacher functions as a facilitator/mentor instead of
lecturer Questions are answered with explanations or questions,
not simply "yes" or "no"
Looking for Evidence of Critical Thinking
Pertinent discussions on related issues often break out
Debate is common Peers exchange ideas Learner and teacher satisfaction increases "Rabbit chasing" becomes an art - explore related
issues, yet remain on task Teachers often face questions for which they have
no answers Social interaction and acceptance in the class is
generally high
Personal Check-upAnswer the following questions:
1. Are your teaching objectives, activities, and assessments are tied to higher level behavioral verbs?
2. Do all learners have the opportunity to interact with you and others?
3. Do you allow time in your course for debating? • Do your learners have to use inductive and deductive
strategies? 1. Do you find yourself using "shock" statements and
questions to get learners' minds running?
Personal Check-up
If you could say "yes" to most of these questions, critical thinking is
probably happening in your classroom.
Bibliography http://www.lgc.peachnet.edu/academic/educatn/Blooms/critical_thinki
ng.htm http://www.bena.com/ewinters/Bloom.html Planning for Productive Thinking and Learning by
Treffinger and Feldhusen, 1998, p.24 Sandra Kaplan, National/State Leadership Training
Institute Engine-Uity, Ltd.,P.O. Box 9610, Phoenix, Az 85068 Martinez, M. E. (April, 1998) What is Problem Solving?
Phi Delta Kappan. 605-609.