Multiple Choice Questions. Bloom’s Taxonomy Ranked thinking skill.
Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.
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Transcript of Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.
![Page 1: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/1.jpg)
clark real thinking process(the untaxonomy of thinking)
...an alternative to bloom’s taxonomy
![Page 2: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/2.jpg)
• learners come to the learning with some prior finding out and some past knowledge and understanding
• their foundation lacks depth and breadth
knowledge comprehension
![Page 3: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/3.jpg)
• the finding out experience begins
• learners engage in five sensory experiences first
• a minimum of four different tools are used to access new information
• tools are cross checked against an MI checklist to ensure all modalities of the brain are catered for
• learners order tools from strength to struggle
![Page 4: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/4.jpg)
• learners naturally begin to process as they find out
• they examine or analyse the learning
• they judge or evaluate the learning
• they question/challenge or synthesise the learning
• this occurs simaltaneously
analyseevaluate
synthesise
![Page 5: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/5.jpg)
• a new level of knowledge /comprehension is developed
• greater depth and breadth in the learner’s foundation is achieved
![Page 6: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/6.jpg)
• the finding out continues
![Page 7: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/7.jpg)
• learners naturally process, as they find out
• they examine (analyse); judge (evaluate); and question(synthesise) new information
• the learner must analyse, evaluate and synthesise new information in order to develop understanding BUT at this early stage, thinking lacks depth and breadth; it is subsequently weak
• thinking tools are used to promote analysis, evaluation and synthesis; BUT they are purposely unsophisticated or simpler in their complexity
analyseevaluate
synthesise
![Page 8: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/8.jpg)
• a new level of knowledge /comprehension is developed
• greater depth and breadth in the learner’s foundation is realised
information/knowledge.comprehension
![Page 9: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/9.jpg)
• the finding out continues
![Page 10: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/10.jpg)
• learners naturally process, as they find out
• they examine or analyse the learning
• they judge or evaluate the learning
• they question/challenge or synthesise the learning
• the learner’s ability to analyse, evaluate and synthesise continues to broaden and deepen commensurate with his broadening and deepening foundation
analyseevaluate
synthesise
![Page 11: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/11.jpg)
• a new level of knowledge /comprehension is developed
• depth and breadth continue to develop
information/knowledge.comprehension
![Page 12: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/12.jpg)
• the finding out continues
![Page 13: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/13.jpg)
• learners continue to process, as they find out
• they naturally analyse, evaluate and synthesise new information
• as depth and breadth develop, so too does the learner’s ability to use more sophisticated, complex thinking tools
analyseevaluate
synthesise
![Page 14: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/14.jpg)
• ‘deep knowledge and understanding’ is achieved
• learners are asked what they NOW KNOW
• summative evaluation occurs at this time (should it be required)
• learners are invited to share new knowledge and understanding through a modality of strength PRIOR to any designated ‘must do’
• they know they know it...we know they know it...SO WHAT?
• how can they USE what they know to make a difference in their life and the lives of others?™
Text
information/knowledge.comprehension
![Page 15: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/15.jpg)
• learners analyse and evaluate what they now know...
analyseevaluate
![Page 16: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/16.jpg)
• learners USE new knowledge and understanding to make a difference in their lives and the lives of others
• learners self actualise new knowledge and understanding
• learners move from proving they know it to proving they’ve learned it
• high level synthesis is achieved
• far transfer is realised
high level synthesis is achievedfar transfer is realised
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• with the development of deep knowledge and understanding; and the learner’s heightened ability to analyse, evaluate and synthesise, deep, rich questions naturally evolve
• the more they know, the more they know they don’t know
• a ‘full’ thinkbox paves the way for an ‘empty’ one
• the cycle of thinking and learning is new again
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Learners find out…
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…they develop deep knowledge and understanding over time through repeated analysis, evaluation and synthesis…
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…they eventually develop the cognitive capacity to USE their new learning to make a difference in their lives and the lives of others™
![Page 21: Clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy.](https://reader035.fdocuments.us/reader035/viewer/2022062803/56649ccf5503460f9499b51f/html5/thumbnails/21.jpg)
•the depth and breadth of a learners knowledge and comprehension will be equivalent to the depth and breadth of the transfer realised
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What then, are the implications of thinking as a cyclical and adaptive process on learning and
teaching?