lecture 30 june afternoon tsl 3123 bloom

8/10/2019 Lecture 30 June Afternoon TSL 3123 Bloom

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How to Use Higher Order Thinking Skills in theClassroom

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Thinking is the hardest work there is, which is probably the

reason why so few engage in it.-Henry Ford

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Quick Facts about Higher Order

Thinking No one thinks perfectly or poorly all the time.

Memorizing something is not the same as thinking about it.

You can memorize something without understanding it.

Thinking is done in both words and pictures.

There are three main types of intelligence and thinking: analytical,creative and practical.

All three intelligences and ways of thinking are useful in our

everyday lives. You can improve your thinking skills by understanding the

processes involved in thinking.

Metacognition-thinking about thinking-is part of higher orderthinking.

H: Higher

O: Order

T: Thinking

http://www.cdl.org/resource-library/articles/highorderthinking.php26/10/2014 3


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Higher Order Thinking (HOT) HOT does not include memorization.

HOT requires that we do somethingwith the facts.

We must understandthem, connectthem to each other,

categorizethem, manipulatethem, put them togetherin new or novel ways, and applythem as we seek newsolutions to new problems.

Higher Order Thinking involves metacognition.

Metacognitionis thinking about your thinking. When alearner uses metacognition they are contemplating andrevising their thoughts continuously to make sure theytruly understand the information.

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What is it and where did it come from?

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Blooms Timeline 1948: Benjamin Bloom and a group of psychologists

studied classroom activities and goals teachers haswhile planning these activities.

Through this study three domains were concluded: Cognitive Domain

Affective Domain

Psychomotor Domain

Cognitive Domain was split into a hierarchy of 6thinking skills: knowledge, comprehension, application,analysis, synthesis, and evaluation.

1956: Original Blooms Taxonomy is publishedhttp://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131alias2.html

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Original Blooms TaxonomyAccording to the original

Blooms Taxonomy, thelowest order of thinking isknowledge (remembering

something) andcomprehension (knowing

what something use). These tiers were used as

building blocks to help

teachers scaffold theirlessons and build studentsup to the top tier ofthinking.

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Blooms Timeline Continued 1995: Lorin Anderson, a former student of Benjamin

Bloom, led another team of psychologists in revisingthe original Blooms Taxonomy to represent the 21stcentury.

Changes occurred in terminology, structure, andemphasis. See the next slide for more information on

the changes. 2001: The final revision of Blooms Taxonomy was

published.

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Old vs. New Blooms

Notice the terminology changes in the comparison above.

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Whats the Difference?Original BloomsTaxonomy

Revised Blooms Taxonomy

Terminology: Used nouns todescribe the levels ofthinking.

Structure: One dimensionalusing the Cognitive Process.

Emphasis was originally for

educators and psychologists.Blooms taxonomy was usedby many other audiences.

Terminology: Uses verbs todescribe the levels of thinking.

Structure: Two dimensionalusing the KnowledgeDimension and how it interacts

with the Cognitive Process. Seenext slide for an interactive grid.

Emphasis is placed upon its useas a more authentic tool forcurriculum planning,instructional delivery andassessment.

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s Taxonom .28RBT.29

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Two Dimensional Blooms Taxonomy

Procedural Knowledge: How to do something, methods of inquiry, and criteria for using a skill,algorithm, technique or method.

Meta-Cognitive Knowledge: The awareness of ones own cognition.

TheKnowledgeDimensio

n

Remember

The

Understand

Cognitive

Apply

Process

Evaluate

Dimension

Create

FactualKnowledge List

Summarize

Classify Rank Combine

Conceptual

Knowledge

Describe InterpretExperimen

tAssess Plan

ProceduralKnowledge Tabulate Predict Calculate Conclude Compose

Meta-Cognitive

Knowledge

Appropriate Use

Execute Construct Action Actualize

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s Taxonom .28RBT.29

Factual

Knowledge:

The basic

elements that

must beknown within

a discipline.

Conceptual

Knowledge:

Theinterrelations

hips among

the factual

knowledge.

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Those who know how to think need no teachers.

-Mahatma Gandhi

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W t i t i HOT


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We a t in ut are we using HOT

skills?

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Using Blooms in the

ClassroomTeachers

canimplement

BloomsTaxonomyby using

HOT

Questions!

Using questionsfrom all levels ofBlooms will help

you scaffold

learning anddifferentiateinstruction the

easy way!

Creating: Howwould you adaptthe plot to createa different story?

Evaluating:Whatchoice would you

have made if you werein the story?

Analyzing: How is this storyrelated to your life?

Applying:What questions would you ask inan interview with the main character?

Understanding:What is the main idea of the story?

Remembering:Who was the main character?26/10/2014 14


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Lower Order Thinking Skill: Remembering

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Remembering QuestionsWhat is ?

Where is ?

How did ___ happen?

Why did ?

When did ?

How would you show ?

Who were the main ?

Which one ?

How is ?

When did ___ happen?

How would you explain?

How would you describe..?

Can you recall ?

Can you select ?Can you list the three ?

Who was ?

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Using Remembering in a LessonMake a list of the main

events.

Make a timeline of events.

Make a facts chart.Write a list of any pieces of

information you canremember.

List all the in the story.Make a chart showing

Make an acrostic.

Recite a poem.

Websites to help scaffoldwith this tier:

www.Spellingcity.comwww.Thatquiz.org

www.Aplusclick.com

www.Dictionary.com

www.socialstudiesforkids.com/subjects/timelines.htm

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http://www.dictionary.com/http://www.dictionary.com/


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Lower Order Thinking Skill: Understanding

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Understanding QuestionsHow would you classify

the type of ?

How would you compare

? contrast ?Will you state or interpret

in your own words ?

How would you rephrasethe meaning ?

What facts or ideas show?

How would yousummarize ?

What is the main idea of?

Which statements support

?Can you explain what is

happening ? what ismeant ?

What can you say about ?

Which is the best answer?

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Using Understanding in a Lesson Cut out or draw pictures to show a

particular event. Illustrate what you think the main idea

was. Make a cartoon strip showing the

sequence of events. Retell the story in your own words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the

sequence of events. Make a colouring book.

Websites to help youscaffold with this tier:

www.Tagxedo.com

www.Wordle.net www.makebeliefscomix.com www.prezi.com www.bitstrips.com/create/co

mic/ www.toondoo.com/ www.netrover.com/~kingskid/

anchors/anchors_main.htm

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http://www.wordle.net/http://www.makebeliefscomix.com/http://www.prezi.com/http://www.bitstrips.com/create/comic/http://www.bitstrips.com/create/comic/http://www.toondoo.com/http://www.toondoo.com/http://www.toondoo.com/http://www.toondoo.com/http://www.bitstrips.com/create/comic/http://www.bitstrips.com/create/comic/http://www.bitstrips.com/create/comic/http://www.bitstrips.com/create/comic/http://www.prezi.com/http://www.makebeliefscomix.com/http://www.makebeliefscomix.com/http://www.makebeliefscomix.com/http://www.wordle.net/


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Moving up to Applying

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Applying Questions How would you use ?

What examples can you findto ?

How would you solve ___using what youve learned ?

How would you organize ___to show ?

How would you show your

understanding of ?What approach would you

use to ?

How would you apply whatyou learned to develop ?

What other way would youplan to ?

What would result if ?

Can you make use of the factsto ?

What elements would youchoose to change ?

What facts would you select

to show ?What questions would you

ask in an interview with ?

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Using Applying in a Lesson Construct a model to demonstrate howit will work. Make a diorama to illustrate an

important event.

Make a scrapbook about the areas ofstudy.

Make a papier-mache map to includerelevant information about an event.

Take a collection of photographs todemonstrate a particular point.

Make up a puzzle game showing theideas from an area of study.

Make a clay model of an item in thearea.

Design a market strategy for yourproduct.

Dress a doll in costume.

Paint a mural.

Write a textbook outline.


www.animoto.comwww.cropmom.com

www.discoveryeducation.com/free-puzzlemaker/

www.teachingkidsbusiness.com/just-for-clicks-business-game.htm

http://marvel.com/games/cyos

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http://www.animoto.com/http://www.cropmom.com/http://www.discoveryeducation.com/free-puzzlemaker/http://www.discoveryeducation.com/free-puzzlemaker/http://www.teachingkidsbusiness.com/just-for-clicks-business-game.htmhttp://www.teachingkidsbusiness.com/just-for-clicks-business-game.htmhttp://www.teachingkidsbusiness.com/just-for-clicks-business-game.htmhttp://www.teachingkidsbusiness.com/just-for-clicks-business-game.htmhttp://www.teachingkidsbusiness.com/just-for-clicks-business-game.htmhttp://www.teachingkidsbusiness.com/just-for-clicks-business-game.htmhttp://www.teachingkidsbusiness.com/just-for-clicks-business-game.htmhttp://www.teachingkidsbusiness.com/just-for-clicks-business-game.htmhttp://www.teachingkidsbusiness.com/just-for-clicks-business-game.htmhttp://www.teachingkidsbusiness.com/just-for-clicks-business-game.htmhttp://www.teachingkidsbusiness.com/just-for-clicks-business-game.htmhttp://www.teachingkidsbusiness.com/just-for-clicks-business-game.htmhttp://www.teachingkidsbusiness.com/just-for-clicks-business-game.htmhttp://www.teachingkidsbusiness.com/just-for-clicks-business-game.htmhttp://www.discoveryeducation.com/free-puzzlemaker/http://www.discoveryeducation.com/free-puzzlemaker/http://www.discoveryeducation.com/free-puzzlemaker/http://www.discoveryeducation.com/free-puzzlemaker/http://www.discoveryeducation.com/free-puzzlemaker/http://www.cropmom.com/http://www.animoto.com/


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Higher Order Thinking Skill: Analyzing

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Analyzing QuestionsWhat are the parts orfeatures of ?

How is ___ related to ?

Why do you think ?What is the theme ?What motive is there ? Can you list the parts ?What inference can you

make ?What conclusions can you

draw ?

How would you classify...?How would you

categorize...?

Can you identify thedifferent parts ?What evidence can you

find ?What is the relationship

between ?Can you distinguishbetween ?

What is the function of ?What ideas justify ?

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Using Analyzing in a Lesson Design a questionnaire to gatherinformation. Write a commercial to sell a new

product.

Conduct an investigation to produceinformation to support a point of view.

Construct a graph to illustrate selectedinformation.

Make a jigsaw puzzle.

Make a family tree showingrelationships.

Put on a play about the study area.

Write a biography of the study person.

Prepare a report.

Arrange a party and record as aprocedure.

Review a piece of art including form,

colour and texture


http://dissect.froguts.com/www.zunal.comwww.polleverywhere.com http://nces.ed.gov/nceskids

/createagraph/ http://kids.familytreemaga

zine.com/kids/

www.kidsturncentral.com/topics/hobbies/genforms.htm

www.timeforkids.com/TFK/kids/hh/writeideas/articles/0,28372,634428,00.html

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http://www.zunal.com/http://www.polleverywhere.com/http://nces.ed.gov/nceskids/createagraph/http://nces.ed.gov/nceskids/createagraph/http://kids.familytreemagazine.com/kids/http://kids.familytreemagazine.com/kids/http://www.kidsturncentral.com/topics/hobbies/genforms.htmhttp://www.kidsturncentral.com/topics/hobbies/genforms.htmhttp://www.kidsturncentral.com/topics/hobbies/genforms.htmhttp://www.kidsturncentral.com/topics/hobbies/genforms.htmhttp://www.kidsturncentral.com/topics/hobbies/genforms.htmhttp://www.kidsturncentral.com/topics/hobbies/genforms.htmhttp://www.kidsturncentral.com/topics/hobbies/genforms.htmhttp://kids.familytreemagazine.com/kids/http://kids.familytreemagazine.com/kids/http://kids.familytreemagazine.com/kids/http://nces.ed.gov/nceskids/createagraph/http://nces.ed.gov/nceskids/createagraph/http://nces.ed.gov/nceskids/createagraph/http://nces.ed.gov/nceskids/createagraph/http://www.polleverywhere.com/http://www.zunal.com/


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Higher Order Thinking Skill: Evaluating

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Evaluating Questions Do you agree with theactions? with the outcome? What is your opinion of ? How would you prove ?

Disprove?

Can you assess the value orimportance of ? Would it be better if ? Why did they (the character)

choose ? What would you

recommend? How would you rate the ? What would you cite to defend

the actions ? How could you determine? What choice would you have

made ?

How would you prioritize ? What judgment would you

make about ? Based on what you know, how

would you explain ?

What information would youuse to support the view? How would you justify ? What data was used to make

the conclusion? What was it better that ?

How would you compare theideas ? people ?

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Using Evaluating in a Lesson Prepare a list of criteria to judgea ..show? Remember toindicate priorities and ratings.

Conduct a debate about aspecial issue.

Make a booklet about 5 rulesyou see as important toconvince others.

Form a panel to discuss views. Write a letter to .... advising on

changes needed at Write a half yearly report. Present your point of view.


www.rubistar.comwww.funenglishgames.co

m/writinggames/debate.html

www.idebate.org/debatabase/search.php?junior=yes

www.bubblesnaps.com/www.fodey.com

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http://www.rubistar.com/http://www.funenglishgames.com/writinggames/debate.htmlhttp://www.funenglishgames.com/writinggames/debate.htmlhttp://www.funenglishgames.com/writinggames/debate.htmlhttp://www.idebate.org/debatabase/search.php?junior=yeshttp://www.idebate.org/debatabase/search.php?junior=yeshttp://www.bubblesnaps.com/http://www.fodey.com/http://www.fodey.com/http://www.bubblesnaps.com/http://www.bubblesnaps.com/http://www.idebate.org/debatabase/search.php?junior=yeshttp://www.idebate.org/debatabase/search.php?junior=yeshttp://www.idebate.org/debatabase/search.php?junior=yeshttp://www.funenglishgames.com/writinggames/debate.htmlhttp://www.funenglishgames.com/writinggames/debate.htmlhttp://www.funenglishgames.com/writinggames/debate.htmlhttp://www.funenglishgames.com/writinggames/debate.htmlhttp://www.rubistar.com/


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Higher Order Thinking Skill: Creating

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Creating Questions What changes would you make tosolve ?

How would you improve ? What would happen if ? Can you elaborate on the reason ? Can you propose an alternative? Can you invent ? How would you adapt ___ to create

a different ? How could you change (modify) the

plot (plan) ?

What could be done to minimize(maximize) ?

What way would you design ?

What could be combined toimprove (change) ?

Suppose you could ___ what wouldyou do ?

How would you test ?

Can you formulate a theory for ? Can you predict the outcome if ? How would you estimate the results

for ? What facts can you compile ? Can you construct a model that

would change ? Can you think of an original way for

the ?

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Using Creating in a Lesson Invent a machine to do aspecific task.

Design a building to house yourstudy.

Create a new product, give it aname and then devise amarketing strategy.

Write about your feelings inrelation to

Design a record, book or

magazine cover. Sell an idea. Devise a way to Compose a rhythm or put new

words to an old song.


www.fantasticcontraption.netwww.magmypic.com/www.fakemagazinecover

.com/

www.createspace.com/Tools/CoverCreator.jspwww.blogger.comwww.wikispaces.com

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http://www.fantasticcontraption.net/http://www.fantasticcontraption.net/http://www.magmypic.com/http://www.fakemagazinecover.com/http://www.fakemagazinecover.com/http://www.createspace.com/Tools/CoverCreator.jsphttp://www.createspace.com/Tools/CoverCreator.jsphttp://www.blogger.com/http://www.wikispaces.com/http://www.wikispaces.com/http://www.blogger.com/http://www.createspace.com/Tools/CoverCreator.jsphttp://www.createspace.com/Tools/CoverCreator.jsphttp://www.createspace.com/Tools/CoverCreator.jsphttp://www.fakemagazinecover.com/http://www.fakemagazinecover.com/http://www.fakemagazinecover.com/http://www.magmypic.com/http://www.magmypic.com/http://www.fantasticcontraption.net/http://www.fantasticcontraption.net/


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Thought is the blossom; language the bud; action the fruit

behind it.-Ralph Waldo Emerson

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Blooming Orange

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This is

based on

the

original

Blooms

but I

thought itwas a

great

illustration.

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Blooming Butterfly

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What do you use everyday? Are

you using your HOT skills?There is a whole

website dedicated

to digital Blooms!

Check it out here:

http://visualblooms.wikispaces.com/

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http://visualblooms.wikispaces.com/http://visualblooms.wikispaces.com/http://visualblooms.wikispaces.com/http://visualblooms.wikispaces.com/


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BibliographyEduPress. (n.d.). Questions for the Revised Bloom's Taxonomy.Retrieved June 5, 2011, from EduPress Inc.:http://www.highsmith.com/edupress/Quick-Flip-Questions-for-the-

Revised-Blooms-Taxonomy-c_23506705/EP729/

Lee, V. S. (1999). Creating a Blueprint for the Constructivist Classroom.National Teaching & Learning Forum, 8(4).

Thomas, A., & Thorne, G. (n.d.). Higher Order Thinking.Retrieved June

5, 2011, from Center for Development and Learning:

http://www.cdl.org/resource-library/articles/highorderthinking.php

University of Kansas. (2002). Reporting. Retrieved June 5, 2011, from

University of Kansas:

http://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131

alias2.html

Western Carolina University. (n.d.). Revised Bloom's Taxonomy Matrix.26/10/2014 39


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Tutorial taskIn groups of 3, construct questions based on BloomsTaxonomy using the stimulus provided.

Present to class.

Reading Passage
http://localhost/var/www/apps/conversion/tmp/scratch_2/Reading%20Passage%20for%20Tutorial%20penguins.rtfhttp://localhost/var/www/apps/conversion/tmp/scratch_2/Reading%20Passage%20for%20Tutorial%20penguins.rtf

lecture 30 june afternoon tsl 3123 bloom

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