Bloom’s Taxonomy. Bringing Higher Order Objectives into the Classroom April 1, 2009 Jim Therrell, Ph.D. Pop Quiz. Overwhelmingly, faculty tend to enjoy: Creating learning objectives; Aligning objectives with standards; Linking assessment to objectives;
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Bringing Higher Order Objectives
into the Classroom
April 1, 2009
Jim Therrell, Ph.D.
Overwhelmingly, faculty tend to enjoy:
As teachers we tend to:
Involves logical thinking and reasoning including skills such as comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, predicting, planning, hyphothesizing, and critiquing.
Coming up with something new or original, involving the skills of flexibility, originality, fluency, elaboration, brainstorming, modification, imagery, associative thinking, attribute listing, and metaphorical thinking. The aim of creative thinking is to stimulate curiosity and promote divergence.
Be flexible when writing objectives
at the thinking level.
Avoid describing thinking
as a fixed set of skills and strategies.
Include affective components of thinking.
“Evaluates the relevancy of data
by seeking credible sources and confirming data.”
“Proposes a plan for an experiment
with sincere curiosity and integrity.”
“Carefully judges the adequacy with which conclusions are supported by data/evidence.”
In a small group, discuss and write down (in 3-5 minutes) some of those teaching practices that address the question:
“In what ways might we foster higher order thinking skills into the classroom/course?”