Scaling the Pyramid:The pursuit of higher order thinking skillsPresented by Nathan Groff

What is learning?• Maybe it sounds like too simple a question.

• But it is a question educators should also be returning to.

– A permanent change in behavior.– Memorization of information.– Mastery of a practical skill.– Development of an understanding.– A social process / socialization.– Ability to empathize with a situation.– Awareness of a viewpoint.

Bloom’s Taxonomy

• Benjamin Bloom• Directed a research team• 1956• “Taxonomy of educational

objectives: the classification of educational goals”

• It is a classification of learning objectives

3 Domains

Leveled Domains

Cognitive Domain

6 Levels of Cognitive Processes

1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

6 Levels of Cognitive Processes

1. Knowledge:

Recall or locate information.

Remember, recall, recognize.

Multiple choice questions; recall questions

1. Knowledge

6 Levels of Cognitive Processes

2. Comprehension:

Understand “learned” facts.

Explain; define; illustrate; translate

Explain in your own words; cloze; translate a sentence

2. Comprehension• Describe Bloom’s taxonomy.

• Explain the 6 levels of Bloom’s taxonomy.

6 Levels of Cognitive Processes

3. Application:

Apply what has been learned to new situations.

Using; implementing

Giving examples; make a conclusion; choosing an appropriate formula

3. Application• Use Bloom’s taxonomy to write learning objectives.

6 Levels of Cognitive Processes

4. Analysis:

“Take apart” information to examine different parts.

Correct, relate, differentiate, arrange, categorize, detect, compare.

Sentence diagramming; error correction; organizing or categorizing

4. Analysis• Use Bloom’s taxonomy to evaluate learning objectives.

• Compare Bloom’s taxonomy to different theories of learning. (i.e. Behaviorism, Operant conditions, etc.)

6 Levels of Cognitive Processes

5. Synthesis:Create or invent something; bring together more than one idea. (higher level application)

Produce, propose, design, plan, combine, formulate, compose, hypothesize, construct

Mind mapping; designing; making a business plan; composing; formulate a theory (like an opinion essay, thesis paper, or dissertation

5. Synthesis• Combine Bloom’s taxonomy with another cognitive theory to

create a more comprehensive theory of thinking processes.

6 Levels of Cognitive Processes

6. Evaluation:

Consider evidence used to support conclusion. (higher level analysis)

Appraise, judge, criticize, decide.

Judging (like in a music contest); defend (a thesis, etc.)

6. Evaluation• Evaluate Bloom’s taxonomy in light of recent research in

cognitive development.

Lower Order Thinking Skills

1. Knowledge: You know/remember the information

2. Comprehension: You understand or can explain the information (surface)

3. Application: You can use or apply the information (simple or straight forward situations)

4. ** Analysis

** There is debate about whether ‘analysis’ should be placed in the lower or higher order.

Higher Order Thinking Skills

4. Analysis: You can analyze, breakdown and organize information, concepts, etc.

5. Synthesis: You can synthesize many different concepts, pieces of information, etc.

6. Evaluation: You can judge or defend the validity of a concept, thesis, etc.

*** Sometimes the highest level is labeled “creativity”.

Another version – Equality of H.O.T.S.

A revision of the domains

Conclusion• Student learning is the goal.

• How can we enable student to learn better?

• How can we teach students to think at higher levels?

• Using learning objectives is a key method.

• Bloom’s taxonomy is an excellent tool for designing learning objectives …… and for helping both educators and students understand the process of higher order thinking.

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