Wednesday 16 June 2010
e5A closer look at
Monitors progress Facilitates substantive conversation
Cultivates higher order thinking
Lower-order thinking occurs when studentsare asked to receive or recite factualinformation or to employ rules andalgorithms through repetitive routines.Students are given pre specified knowledgeranging from simple facts and information
tomore complex concepts.Such knowledge is conveyed to studentsthrough a reading, worksheet, lecture orother direct instructional medium.
Higher-order thinking requires students to manipulateinformation and ideas in ways that transform theirmeaning and implications. This transformation occurswhen students combine facts and ideas in order tosynthesise, generalise, explain, hypothesise or arrive
atsome conclusion or interpretation. Manipulatinginformation and ideas Through these processes allowsstudents to solve problems and discover new (for
them)meanings and understandings.
A Taxonomy of Cognitive Objectives
Originally developed in the 1950s by BenjaminBloom and colleagues.
It is a means of expressing qualitativelydifferent kinds of thinking.
This taxonomy continues to be one of the mostuniversally applied models.
It provides a way to organise thinking skills into
six levels, from the most basic to the morecomplex levels of thinking.
Original Terms New Terms
Evaluation CreatingSynthesis EvaluatingAnalysis AnalysingApplication ApplyingComprehension UnderstandingKnowledge Remembering
Primary: Choose those words from the Bloom’slist that students at your level wouldunderstand. Now highlight those words thatYOU have used in your teaching this term.
Secondary: There will be many students thatwould understand all of the words in theBloom’s list. Highlight those words that YOUhave used in your teaching this term.
Substantive conversations can be aided by the
development of high-order questions.