Thinking comes in many forms . . .
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Sometimes, it just requires remembering the capital of Iowa or where you put your keys. Other times, thinking is more complex as we decide how to apply the new skills we just learned. It might also involve analyzing the differences between two approaches to solving a problem. Thinking often requires us to evaluate different opportunities to create something uniquely original.
An educator's responsibility is to build these skills in our learners. We need to develop thinking skills that range all the way from remembering a simple fact to creating a complex project. As educators, we need to be aware of these different levels of thinking and mindfully create learning opportunities for our students that will develop thinking at all levels.
The basic level of thinking is called Lower-Order Thinking (LOTS). This is the level where you memorize facts, poems, and equations. You are rewarded by remembering them when needed. Remembering things is useless unless you understand what these things mean. Knowing what things mean is important, but applying your knowledge to the real world takes another level of responsibility.
The more complex level of thinking is called Higher-Order Thinking (HOTS). This is the level where you really have to be engaged. You use what you know to analyze original situations. You evaluate them for good and bad. You even take on the responsibility to use your background and knowledge to create new and original projects and ideas.
Knowing about these levels of thinking will enable you to create learning experiences this semester that will challenge your students. Basic facts (like the names of planets) are useful, but being able to list those facts is not enough to be valuable in real life. You will need to provide your students with challenges where they can apply these basic facts in a new and creative way.
Bloom's Taxonomy
Yes, we know that you have probably learned about Bloom's Taxonomy in other classes but please don't "turn off." Your mastery of teaching and learning at these levels is what will enhance the meaning of your students' learning.
These levels of thinking are captured in Bloom's Taxonomy. Developed in 1954 to identify different types of questions, this taxonomy has evolved into a model that classifies the various levels of thinking that we have been discussing. (Click CC in the video below for closed captions)
As we progress through Ed Tech and Design, you will be asked to write statements that define what you want your learners to be able to do to prove that they have learned throughout your thematic unit. These statements (Objectives) will use observable verbs to define the behavior you want your students to exhibit. The key to success is for you to use the appropriate observable verbs so that your learners will know what to do. Here is a list of observable verbs that you will be able to use this week and next week as you learn about instructional design. These verbs are important. Remember that the Verb is the Word. This will all be discussed in more detail in this week's lecture.
An educator's responsibility is to build these skills in our learners. We need to develop thinking skills that range all the way from remembering a simple fact to creating a complex project. As educators, we need to be aware of these different levels of thinking and mindfully create learning opportunities for our students that will develop thinking at all levels.
The basic level of thinking is called Lower-Order Thinking (LOTS). This is the level where you memorize facts, poems, and equations. You are rewarded by remembering them when needed. Remembering things is useless unless you understand what these things mean. Knowing what things mean is important, but applying your knowledge to the real world takes another level of responsibility.
The more complex level of thinking is called Higher-Order Thinking (HOTS). This is the level where you really have to be engaged. You use what you know to analyze original situations. You evaluate them for good and bad. You even take on the responsibility to use your background and knowledge to create new and original projects and ideas.
Knowing about these levels of thinking will enable you to create learning experiences this semester that will challenge your students. Basic facts (like the names of planets) are useful, but being able to list those facts is not enough to be valuable in real life. You will need to provide your students with challenges where they can apply these basic facts in a new and creative way.
Bloom's Taxonomy
Yes, we know that you have probably learned about Bloom's Taxonomy in other classes but please don't "turn off." Your mastery of teaching and learning at these levels is what will enhance the meaning of your students' learning.
These levels of thinking are captured in Bloom's Taxonomy. Developed in 1954 to identify different types of questions, this taxonomy has evolved into a model that classifies the various levels of thinking that we have been discussing. (Click CC in the video below for closed captions)
As we progress through Ed Tech and Design, you will be asked to write statements that define what you want your learners to be able to do to prove that they have learned throughout your thematic unit. These statements (Objectives) will use observable verbs to define the behavior you want your students to exhibit. The key to success is for you to use the appropriate observable verbs so that your learners will know what to do. Here is a list of observable verbs that you will be able to use this week and next week as you learn about instructional design. These verbs are important. Remember that the Verb is the Word. This will all be discussed in more detail in this week's lecture.
Depths of Knowledge (DoK)
While Bloom's Taxonomy is used to categorize and evaluate the "Thinking Processes" students use to understand and apply knowledge, it is not directly employed to evaluate the complexity of students' knowledge and assessments teachers use for student evaluation. On the other hand, Depths of Knowledge (DoK) is a system specifically designed to assess the depth and complexity of tests and projects utilized by teachers in evaluating their student's understanding and skills. It helps educators create challenging tasks and assessments that accurately measure students' understanding and skills.DoK involves 4 Levels:
Level 1: Recall and Reproduction - involves basic recall of facts or information.Level 2: Basic Skills and Concepts - requires more than simple recall and includes applying skills or concepts.Level 3: Strategic Thinking - involves reasoning, planning, and using evidence to solve problems.Level 4: Extended Thinking - requires complex and abstract thinking, often over an extended period.
The diagram below compares how the DOK can relate to Bloom's Taxonomy.
The following video explains the role that Bloom's Taxonomy and Depths of Knowledge play in learning and assessing thinking processes and levels of complexity in assessment.
NOTE: The following video is created by the same company that created the Bloom's Taxonomy video above. The intro theme and narrator are the same but the content is different.
NOTE: The following video is created by the same company that created the Bloom's Taxonomy video above. The intro theme and narrator are the same but the content is different.
Nurturing Higher-Order thinking is the basis for developing and rewarding creativity. Steven Johnson, one of our most innovative, popular thinkers explores (in exhilarating style) one of our key questions: Where do good ideas come from? Johnson provides the story of how we generate the ideas that push our careers, our lives, our education, our society, and our culture forward.
So HOW do we integrate Higher-Order Thinking Skills into our Learning and Teaching? Here are a few ideas by Sir Ken Robinson.
Watch how Sir Robinson explores ways that education can prepare students for the collaboration they will use in their future lives. This is an inspiring video that explains how collaboration supports innovation. (Click CC in the video for closed captions)
