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Theory
Critical 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.
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Blooms 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
levelthe recall of information.
Question Levels
Critical 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 Blooms
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 Blooms
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 Blooms
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 Blooms
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 Blooms
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 Blooms
Taxonomy
Level: Evaluation
Materials/Situations: Recommendations, selfevaluations, group discussions, debate, court trial,
standards, editorials, values
Measurable Behaviors: Compare, recommend,
assess, value, apprise, solve,criticize, weigh, consider,
debate
Verb:
Product:
Range and
population of the
mountain lion
Identify
map
Example Mini-Center
Comprehension Level Task
Draw a map with a legend
identifying the current range and
population of the mountain lion.
http://www.cdl.org/resources/reading_room/print/hot_and_successful.html
Inductive thinking
Deductive thinking
Determining reality and fantasy
Determining benefits and drawbacks
Personal Check-up
Answer 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?
4. Do your learners have to use inductive and deductive
strategies?
5. 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.