Higher Order Thinking Essay Example | Topics and Well Written Essays - 1250 words

Higher Order Thinking - Essay ExampleThe three lowest levels of taxonomy are knowledge, understanding and application. Three highest levels are analysis, synthesis and evaluation. Analysis has to do with figuring out nearlything on your own, i.e., an undivided cannot be just repeating what he reads or hears. It is seeing how something works. An individual discerns what is connected to what. A educatee gets at why something is happening. During synthesis process, iIf analysis is taking things apart to see what makes them tick, synthesis is putting things together. deduction is solving a problem, making something whole out of a bunch of pieces nobody told you how to put together, or creating or devising something (Bloom, 1956). Evaluation is deciding on your own, and in an informed way, whether something is preferable whether it has merit or worth or whether it is morally right, just, or fair. Personal Meaning is reflection on the personal significance, consequence, or implication of some object of concern. It is important to help students recognize that all concepts are in some way related to one another. This is one reason concept mapping can be a very powerful evaluation tool. The important limitation of Blooms taxonomy is that it is not a system but a model which rationalizes main thinking skills. It does not help to solve problems and develop effectual critical thinking skills. Bloom explains some ideas and the concept of thinking but he does not explain how this model can be and should be applied to real world situations. His main works on taxonomy are Taxonomy of Educational Objectives The Cognitive Dimension (1956). Another model of high order thinking was demonstrable by Robert Marzano. Marzano adopted Blooms taxonomy but added new characteristics to the model. This model consists of 8 characteristics focusing, information gathering, remembering, organizing, analyzing, generating, integrating, evaluating. The ideology of Marzano is based on the idea that When limit is new, students must be guided in relating the new knowledge to what they already know, organizing and accordingly using that new knowledge. Knowledge can be of two roles Declarative (i.e., attributes, rules) or procedural (skills and processes). Items of this type are factual and content-specific (Marzano 1995, p. 87). The main works by Marzano are Dimensions of thinking a framework for syllabus and instruction (1988), Cultivating thinking in English and the language arts (1991), The systematic identification and articulation of content standards and benchmarks (1995). The most recent model based on Blooms taxonomy is Anderson/Krathwohl mode (2000). According to this model, the following levels of thinking last (1) remembering Retrieving, recalling, or recognizing, (2) understanding, (3) applying, (4) analyzing, (5) evaluating, (6) creating. The advantage of this model is that there isare student choice, exploration, or creative challenge. There is cha nce for students to collaborate, develop facility with language, and work with ideas. There is chance for students to write or say what they deeply tuition about. In sum, classrooms are all too teacher dominated, mechanical, and pedestrian for my blood. Whatever gains may result from triumph learning--and, remember the last section, they are significant--too often they are purchased at the expense of pointing us away from what unfeignedly matters in education, that students learn how to take charge of their own learning and growth and empower themselves to live freely. The main problem describes the main stages of thinking but tells little about real life application and connections among these stages (Dettmer, 2006). In spite of limitations and weaknesses these models become a core of modern education helping teachers to construct tests