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• Levels of Thinking:

  • Bloom's Taxonomy of the Cognitive Domain: system classifying levels of thinking important for learning
  • Information: about something obtained through experience or study
  • Understanding: capability of understanding something
  • Application: using an idea/something in a particular situation
  • Analysis: detailed examination of the elements or structure of something
  • Synthesis: combining things into a coherent whole
  • Evaluation: making a judgment about the amount, number, or value of something
• Revised Taxonomy of the Cognitive Domain:

  • Revision in 2001 by Lorin Anderson and cognitive psychologists
  • Changed names of levels and used verbs instead of nouns for active thinking process
• Qualities of a Good Thinker:

  • Thinks critically and is inquisitive
  • Asks genuine questions for better understanding
  • Does not settle for superficial interpretation
  • Investigates and evaluates information
  • Actions guided by different levels of thinking
• Importance of Critical Thinking:

  • Recognize and react to texts intelligently
  • Analyze written works, comprehend the message, and apply it in real life
  • Maximize learning experience from reading
  • Better understanding and enjoyment of texts
• Importance in the area of Reading and Writing:

  • Skills to create well-written texts
  • Distinguish good and bad sources for information
  • Production of good texts with reliable and insightful content
• Non Critical Thinking • happens when you simply accept the things you are told without them examining
• Critical Thinking

  • Involves a series of complex thought processes which allows you to make reasoned judgements, assess the way you think, and solve problems effectively
• Benjamin Bloom

  • In 1956, he published Bloom’s Taxonomy of the Cognitive Domain, together with a team of educational psychologists
• Bloom’s Taxonomy of the Cognitive Domain

  • a system that classifies the levels of thinking important for learning
  • created to promote higher levels of thinking
  • composed of 6 levels which follows a successive pattern, which means that to proceed to the next level, the current one must be mastered first
• Knowledge

  information about something, which a person gets by experience or study

  • Sample scenario: You are asked to enumerate the 7 colors of the rainbow.
• Comprehension

  • Sample scenario: You’re asked to make a summary of a recent book that you’ve read.
  • the action or capability of understanding something
• Application

  • Sample scenario: • After reading the story, you will apply the learnings that you got in real life.
  • You don’t know how to cook a particular food. So, you searched for the ingredients and procedure online, and started cooking afterwards.
  • the act of using an idea/something in a particular situation
• Analysis

  Sample scenario: You’re asked to make a story analysis of the literary piece “Dead Stars”. You’ll talk about the characters, plot, theme and symbolism in the story.

  detailed examination of the elements or structure of something
• Synthesis

  • combine (a number of things) into a coherent whole Sample scenario: detailed examination of the elements or structure of something
  • You will investigate a crime. There are a lot of clues given to let you solve the crime. Put all the clues together for the answer.
• Evaluation

  • the making of a judgment about the amount, number, or value of something; assessment combine (a number of things) into a coherent whole
  • Sample scenario: detailed examination of the elements or structure of something A drama presentation of a historical event took place at the plaza. You then make an assessment about how important the event is, as well as the significance of the venue to what was happening.
• Bloom’s Taxonomy of the Cognitive Domain

  • Evaluation
  • Synthesis
  • Analysis
  • Application
  • Comprehension
  • Knowledge
• Revised Taxonomy of the Cognitive Domain

  • Creating
  • Evaluating
  • Analyzing
  • Applying
  • Understanding
  • Remembering
• Differences between the Revised Taxonomy of Cognitive Domain and Bloom's Taxonomy of Cognitive Domain

  1. The 2 highest level are interchanged.
  2. The old version uses nouns while the new version uses verbs.
  3. 3 levels are changed into different words but retaining the meaning.
• Creating

  • involves combining parts to form a whole
  • you can asks questions whose answers require the production, designing, or construction of new information
  • Ex: How would you illustrate the highlights of the events, including the first part, through comic strip?
• Evaluating

  • weigh the ros and cons to judge the action
  • making judgements on the value and valdity of ideas
  • asking questions whose answers require judgement and testing of an idea based on certain rules
  • Ex: Is the reaction of the authorities justified
• Analyzing

  • examine the causes and make inference based on them
  • focuses on breaking down ideas into arts and relating the parts to one another
  • questions whose answer require comparison, integration, or constructing of information
  • Ex: Based on the response of the authorities, what can you make regarding their treatment of the case
• Applying

  • use and implementation of knowledge in various situations
  • asking questions whose answers require demonstration, solution, or use of information
  • Ex: if you were Pia, how would you approach the incident at seeing one of the children picking pockets
• Understanding

  • you have to draw your own interpretation based on what you read
  • refers to the construction of meaning from verbal and nonverbal messages
  • asking questions whose answers require discussion, description, paraphrasing, explanation
  • Ex: What can you say about the say about the situation of the street child?
• Remembering

  • you have to recall the information you just read
  • involves retrieval, recognition, recalling of information
  • questions whose answers require definition, memorization, or the statement of information
  • Ex: What did Pia do during the summer?