Literal thinking to Depth of thinking
Introduction
Benjamin Bloom's taxonomy was designed in 1956 and is a taxonomy of cognitive objectives. This framework is designed to target the way we think and generate depth of thinking. It allows the teacher to gather evidence on how the student is thinking and assess their comprehension levels. This model enables
Changes to the approach
Lorin Anderson was a former student of Bloom and revised the taxonomy in 1990. From the older version it has been adapted to a more active process, this is reflected by the verbs being replaced by nouns. By doing so it is a more holistic approach which enables and encourages the thinking process. Through the adapted version it can be seen two types of thinking, cognitive and affective.
Older Version |
Revised Version |
Images: Skrabut, S., (2013). Retrieved from: https://tubarks.wordpress.com/2012/04/03/21st-century-tools-through-the-lens-of-blooms-taxonomy/
Advantages and Disadvantages
Plus +
Links to all curriculum areas
Connect prior knowledge and experiences to their learning
Clear and concise progression
Developmental appropriate
Can target to the learners abilities and needs
Involves two types of thinking - Cognitive and Affective
Can be used at any learning level and age
Various tasks for each level to help move the students through
Can assess children on multiple learning outcomes
Helps to form challenging questions to gain understanding and critical thinking skills.
Minus -
Have to work through the levels cannot miss or skip ahead
Can be confused with learning progressions instead of a thinking tool
Could move too quickly or slowly for the students
Not supported by any research on learning
No uniformity in what forms instruction or assessment
Interesting
Is a result of a committee being established in the 1940’s to improve communication between educators who developed curricula and those who wrote exams.
Bloom's taxonomy refers to categorising different objectives; Specific/Student Learning Objectives, which teachers use at school.
The strength of the learning objective directly relates to students engagement in higher order critical thinking.
The reformation of Bloom's taxonomy steps, was based on the shift from the use of nouns to verbs - making the tool more active and in line with 21st century teaching ideas/methods
Links to all curriculum areas
Connect prior knowledge and experiences to their learning
Clear and concise progression
Developmental appropriate
Can target to the learners abilities and needs
Involves two types of thinking - Cognitive and Affective
Can be used at any learning level and age
Various tasks for each level to help move the students through
Can assess children on multiple learning outcomes
Helps to form challenging questions to gain understanding and critical thinking skills.
Minus -
Have to work through the levels cannot miss or skip ahead
Can be confused with learning progressions instead of a thinking tool
Could move too quickly or slowly for the students
Not supported by any research on learning
No uniformity in what forms instruction or assessment
Interesting
Is a result of a committee being established in the 1940’s to improve communication between educators who developed curricula and those who wrote exams.
Bloom's taxonomy refers to categorising different objectives; Specific/Student Learning Objectives, which teachers use at school.
The strength of the learning objective directly relates to students engagement in higher order critical thinking.
The reformation of Bloom's taxonomy steps, was based on the shift from the use of nouns to verbs - making the tool more active and in line with 21st century teaching ideas/methods