Applying Models of ThinkingAlabama State UniversityEDT: 575

June 18, 2013

Created by: Tambra King

Table of Contents

• What is Blooms’ Taxonomy?• Applying Blooms’ Taxonomy of Thinking Skills• Applying Bloom’s Taxonomy Video Sample• Demonstrated Thinking Skills• Blooms Revised Taxonomy being used in project

planning and the assessment of student’s thinking skills• What is Marzano’s Dimensions of Learning?• Applying Marzano’s Dimensions of Learning• Marzano’s Dimension of Learning Sample Video• Applying Costa and Kallick’s 16 Habits of Mind• Resources

What is Blooms’ Taxonomy?

Bloom's Taxonomy is a classification of learning objectives within education. It refers to a classification of the different objectives that educators set for students (learning objectives). The taxonomy was first presented in 1956 through the publication The Taxonomy of Educational Objectives, The Classification of Educational Goals, Handbook I: Cognitive Domain, by Benjamin Bloom (editor), M. D. Englehart, E. J. Furst, W. H. Hill, and David Krathwohl. It is considered to be a foundational and essential element within the education community as evidenced in the 1981 survey Significant writings that have influenced the curriculum: 1906-1981, by H. G. Shane and the 1994 yearbook of the National Society for the Study of Education.

Bloom’s Taxonomy

Applying Blooms’ Taxonomy of Thinking Skills

Knowledge• Recall of something encountered before but without having to change it, use it or understand it;

facts.

Comprehension• Understanding the knowledge that has been acquired without needing to relate it to other

information.

Application• Use of a learned concept to resolve some situation or solve a new problem in an appropriate way.

Analysis• Taking something learned apart into separate components for purposes of thinking about the

parts and how they fit together.

Synthesis• Generating or creating something different by assembling or connecting ideas in a way that

makes a whole.

Evaluation• Looking at the particular value of materials, information or methods in characterizing the whole.

Applying Bloom’s Taxonomy Thinking Skills Video Sample

Demonstrated Thinking Skill

Skill Type SkillKnowledge 

Recalls information Lists elements of problem

Comprehension 

Restates/explains problem in one’s own words Simplifies the problem

Application 

Uses knowledge in new and novel situations Demonstrates concepts Solves problems

Analysis Breaks down information into workable, related parts Discusses options/considers multiple hypotheses

Synthesis 

Makes generalizations to other situations Starts with a vision and works backwards Creates, imagines and innovates

Evaluation 

Assesses the validity of methods and answers Supports a conjecture with a logical argument Judges value based on criteria

Attitude 

Having positive attitudes and perceptions about learning Maintaining curiosity, enthusiasm, and passion about learning

Demonstrated Thinking Skills (Continued)

Blooms Revised Taxonomy being used in Project Planning and the Assessment of Student’s Thinking Skills

Blooms Revised Taxonomy being used in Project Planning and the Assessment of Student’s Thinking Skills (continued)

What is Marzano’s Dimensions of Learning?

• In 1992 Robert J. Marzano developed an educational model that focuses on the students learning process. Marzano based his ideas on Bloom, Piaget, Kolb, Yeany and Vygotsky. The model is based on a concept of constructive learning. That means learning is viewed as a process that allows the student to construct a view of the world from experience. The model can serve as a foundation for lesson preparation for a teacher.

What is Marzano’s Dimensions of Learning? (Continued)

• The model of Marzano consists of five different dimensions of learning. These dimensions are:

Dimension 1: Attitudes and perceptionsDimension 2: Acquisition and Integration of KnowledgeDimension 3: Extending and refining knowledgeDimension 4: Using knowledge meaningfully Dimension 5: Productive habits of mind

Applying Marzano’s Dimensions of Learning

• Encourage positive attitudes about school and learning with your child or students. Children who are more positive about learning will be eager to attend school and take in the concepts being presented to them. Make learning fun by creating educational games for your child or student

• Consider how each child acquires knowledge and work within that specific framework. People learn in one of three ways: visual, auditory and kinesthetic. Creating lesson plans based on a child's learning preference will ensure he acquires the knowledge he needs to succeed.

Applying Marzano’s Dimensions of Learning (Continued)

• Refine a child's knowledge by helping them gain a more in-depth perspective of basic concepts. Learning how to classify and organize information will help a child commit it to long-term memory. Ask open-ended questions about a basic concept to help a child expand upon it.

• Create opportunities for everyday use of knowledge. Fieldtrips are a wonderful opportunity for a child to use the concepts they have acquired in the classroom. Word problems encourage critical thinking and problem-solving skills.

• Encourage a child to develop productive habits for retaining knowledge. Learning styles and study habits come into play here.

What is Costa and Kallick’s 16 Habits of Mind?

Employing Habits of Mind requires drawing forth certain patterns of intellectual behavior that produce powerful results. They are a composite of many skills, attitudes and proclivities including:• Persisting• Thinking and communicating with clarity and precision• Managing impulsivity• Gathering data through all senses• Listening with understanding and empathy• Creating, imagining, innovating• Thinking flexibly• Responding with wonderment and awe• Thinking about thinking (metacognition)• Taking responsible risks• Striving for accuracy• Finding humour• Questioning and posing problems• Thinking interdependently• Applying past knowledge to new situations• Remaining open to continuous learning

Applying Costa and Kallick’s 16 Habits of Mind

1. Persisting• Have students identify characteristics of persistence shown by individuals in well-known events,

or imagine what might have occurred if more or less persistence was shown in a given scenario.

2. Managing Impulsivity• Model the use of patience in the classroom, including wait time during discussion, or using

helpful sentence stems that reflect intentional choice (such as "After reviewing all of the possible solutions . . . ").

3. Listening to Others with Understanding and Empathy• Identify the most common "listening set-asides" in conversation so that students can begin to

recognize common "errors" that occur in everyday communication. These errors might include comparing, judging, placating or giving advice instead of really listening and understanding a message.

4. Thinking Flexibly• Use RAFT assignments (Role, Audience, Format, Topic) where students must consider a

situation, letter, speech or poem from a perspective other than their own, or that of the original speakers.

Applying Costa and Kallick’s 16 Habits of Mind (Continued)

5. Thinking About Our Thinking (Metacognition)• Ask students to map out their own thinking process. This can be done simply at first, e.g.,

diagramming the relationship between a want and a need, a gesture and a need to gesture. Then make it increasingly complex -- mapping out how characters from books or thinkers in history might have arrived at certain starting or stopping points in thought.

6. Striving for Accuracy and Precision• Use "three before me," a strategy that insists on any important assignment being checked by at least

three other people before being handed in.

7. Questioning and Posing Problems• Create a "parking lot" area in the classroom -- stocked with post-it notes -- where students can post

questions that may not fit into the pace or format of a given class. Then highlight the better questions periodically, or use them as jumping off points for discussion or even lesson planning.

8. Applying Past Knowledge to New Situations• Use question stems like "What do you remember about . . . ?", "When have you ever seen anything

like this?" or "Tell me what you know about . . . " Whether you consider this activating schema, prior knowledge, or simply getting students more comfortable and in tune with what they already know, it can be a huge boost to the learning process.

Applying Costa and Kallick’s 16 Habits of Mind (Continued)

9. Thinking and Communicating with Clarity and Precision• Remind students to avoid the vagueness and abstraction -- and imprecision -- of terms

like always, never, all, everybody, teachers, celebrities, technology, they, we, should  and must. Post these kinds of words or phrases where students can be reminded of them -- and know to avoid them. And hopefully know why they should avoid them.

10. Gathering Data Through All Senses• Playfully allow students to "cite" sources from sensory data in addition to traditional textual

sources. Also consider including the compelling use of such data in a rubric for formal assessment.

11. Creating, Imagining and Innovating• Offer persistent sources of inspiring thought, design, art or multimedia through writing prompts,

discussion points or simply as a daily class closure. This models not only creativity, but also expertise, and is readily available on YouTube, Pinterest and Instagram.

12. Responding with Wonderment and Awe• Don't just allow opportunities for student choice in topics, formats or learning pathways -- insist

on it. Refuse to move the class forward until they are bringing their own passions into the learning experience.

Applying Costa and Kallick’s 16 Habits of Mind (Continued)

13. Taking Responsible Risks• Create an environment where failure is analyzed, not punished.

14. Finding Humor• Point out humor where it is not immediately apparent, especially in stories and examples

from your own life. This can help establish the "relativity" of "things," which supports more accurate analysis. Humor makes everything better.

15. Thinking Interdependently• Using digital and social media imposes a topical need for interdependence from the

beginning. The more thinking is published and shared, the more opportunity there will be for cognitive interdependence, though even opportunities aren't guarantees that it will happen.

16. Learning Continuously• Intermittently revisit old ideas, writing and projects to identify areas for development,

improvement or revision. This is especially natural in digital domains, where content is more fluid updated, shared, hyperlinked, curated, reformatted into more or less visual terms, then shared again.

References

APPLYING BLOOM’S TAXONOMY TO TEACHING AND TESTING

● http://www.hishelpinschool.com/specneeds/Bloom.html

Youtube Video ~ Applying Bloom’s Taxonomy

http://www.youtube.com/watch?v=Qfp3x_qx5IM

Marzano’s Dimensions of Learning

● http://www.bioquest.nl/index.php?pid=68&lang=en_EN&lang=en_EN

Applying Marzano’s Diminisions of Learning

● http://www.ehow.com/how_8422227_apply-marzanos-dimensions-learning.html#ixzz2YbUe9Td3