Seminar content

• What happens when we think;• Open and closed questions;• Resources and stimuli for engaging children in

critical thinking;• Linking thinking to the process of learning in

general.

Activities

• I wish I could..........• Investigating an object• Story: Goldilocks and the Three Bears• Picture stimulus: a ‘philosophical’ discussion• Planning with thinking in mind• Conclusion• Go home

Bloom’s Taxonomy

HIGHER: Analysis, Synthesis, Evaluation

MIDDLE: Application

LOWER: Knowledge, Comprehension

Bloom’s Taxonomy• Knowledge: what you know, what you remember, factual

recall;• Comprehension: interpret, understand, suggest meaning, put

ideas or information into other words;• Application: make use of, apply what you know, transfer

knowledge from one situation to another similar one;• Analysis: taking apart, what the problems are, the various

possible causes, how things got to be as they are;• Synthesis: put together, invent, create in your own way, show

originality, hypothesise• Evaluation: judge and assess, give opinions and reasons, rate.

Lower

Higher

Goldilocks and the Three Bears• Knowledge: eg What did Goldilocks do in the bears’ home?• Comprehension: eg Why did Goldilocks like Little Bear’s bed best?• Application: eg If you were Goldilocks, what would you have done?• Analysis: eg Who was the most significant character and why?• Synthesis: eg Can you think of an alternative ending to the story?• Evaluation: eg Was Goldilocks good or bad and why?