What is higher order thinking?

• Higher order thinking essentially means

thinking that takes place in the higher-levels
of the hierarchy of cognitive processing.
 Higher Order Thinking (HOT)
• HOT does not include memorization.
• HOT requires that we do something with the facts.
• We must understand them, connect them to each
other, categorize them, manipulate them, put them
together in new or novel ways, and apply them as we
seek new solutions to new problems.
• Higher Order Thinking involves metacognition.
• Metacognition is thinking about your thinking. When
a learner uses metacognition they are contemplating
and revising their thoughts continuously to make
sure they truly understand the information.
 Learning is seen through the
concepts of three domains, the
OBJECTIVES cognitive, affective, and
/Goals psychomotor.

Are similar in that they describe

the intended purposes and
expected results of teaching
activities and establish the
foundation of assessment
 Learning Outcomes
• Are statement that describe significant and
essential learning that learners have achieved,
and can reliably demonstrate at the end of a
course or program
• It identify what the learner will know and be
able to do by the end of a course or program
 What are the differences between
Objectives and Outcomes?
• Objectives – are intended results or
consequences of instruction, curricula,
programs, or activities.
• Outcomes – are achieved results or
consequences of what was learned.
 Parts of a Statement of Learning
Outcome 1. Observable
action
2. Product of action

Example: At the end of the course, the

PERFORMANCE
CULMINATING

student will have reliably designed the

appropriate Website for different
organization or foundations.
3. Context for
action/product
Cognitive • As defined by Benjamin
Bloom, these are
objectives that deals
with the recall or
recognition of
knowledge and the
development of
intellectual abilities and
skills
Bloom’s Taxonomy
• What is it and where did it come from?
 Bloom’s Timeline
• 1948: Benjamin Bloom and a group of psychologists studied
classroom activities and goals teachers has while planning
these activities.
• Through this study three domains were concluded:
» Cognitive Domain
» Affective Domain
» Psychomotor Domain
» Cognitive Domain was split into a hierarchy of 6 thinking skills:
knowledge, comprehension, application, analysis, synthesis,
and evaluation.
» 1956: Original Bloom’s Taxonomy is published
http://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131alias2.html
BLOOM Evaluation

1956 Synthesis

Analysis
Application

Comprehension
Knowledge
Bloom’s Timeline Continued

• 1995: Lorin Anderson, a former student of

Benjamin Bloom, led another team of
psychologists in revising the original Bloom’s
Taxonomy to represent the 21st century.
• Changes occurred in terminology, structure,
and emphasis. See the next slide for more
information on the changes.
• 2001: The final revision of Bloom’s Taxonomy
was published.
BLOOM Creating

2001 Evaluating

Analyzing
Applying

Understanding
Remembering
 Retrieving, recognizing, and recalling relevant
knowledge from long-term memory.

Remembering
Verbs Products

Define Identify Definitions

Duplicate Describe Fact Charts
List Lists
Name Recitations
Recall Worksheets
Reproduce
Tell
Underline
 Constructing meaning from oral, written, and graphic
messages through interpreting, exemplifying, classifying,
summarizing, inferring, comparing, and explaining.

Understanding
Verbs Products

Calculate Report Drawing

Restate/Paraphrase Paraphrasing
Discuss Peer Teaching
Expand Show and Tell
Explain Story Problems
Locate Summary
Outline
 Carrying out or using a procedure through
executing, or implementing.

Applying
Verbs Products

Classify Show Collection

Demonstrate Interview
Dramatize Model Building
Illustrate Presentation
Practice Role Playing
Solve /Compute Scrap Book
Use Simulation
Discover
 Breaking material into constituent parts, determining
how the parts relate to one another and to an overall
structure or purpose through differentiating, organizing,
and attributing.

Analyzing
Verbs Products

Appraise Sequence Chart

Compare Test Plan
Contrast Questionnaire
Differentiate Spreadsheet
Distinguish Summary
Examine Survey
Infer
Outline
 Making judgments based on criteria and
standards through checking and critiquing.

Evaluating
Verbs Products

Appraise Relate Critique

Defend Support Judgment
Dispute Verify Opinion
Editorialize Recommendation
Judge Report
Justify Self-Evaluation
Prioritize
Rate
Putting elements together to form a coherent or functional
whole; reorganizing elements into a new pattern or
structure through generating, planning, or producing.

Creating
Verbs Products

Change Invent Puppet Show

Combine Predict Cartoon
Compose Devise Book Cover
Create Plan Multimedia
Design Modify New Game
Formulate Poem
Hypothesize Skit
Improve
Factual The The Cognitive Process Dimension
Knowledge: Knowledge
The basic Dimension Remember Understan Apply Evaluate Create
elements that d
must be Factual
known within Knowledge List Summarize Classify Rank Combine
a discipline.
Conceptual
Knowledge Describe Interpret Experiment Assess Plan
Conceptual
Knowledge: Procedural
The Knowledge Tabulate Predict Calculate Conclude Compose
interrelationsh
ips among the Meta-
Cognitive Appropriat
factual Execute Construct Action Actualize
Knowledge e Use
knowledge.

Two Dimensional Blooms Taxonomy

• Procedural Knowledge: How to do something, methods of inquiry,
and criteria for using a skill, algorithm, technique or method.
• Meta-Cognitive Knowledge: The awareness of one’s own
cognition.
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_
Taxonomy_.28RBT.29
 Who uses Bloom’s?

• Those who know how to think need

no teachers.
-Mahatma Gandhi
 Using Bloom’s in the Classroom
• Teachers can • Creating: How would you adapt the
implement plot to create a different story?
Bloom’s • Evaluating: What choice would you
Taxonomy by have made if you were in the story?
using HOT • Analyzing: How is this story related to
Questions!
your life?
• Applying: What questions would you
ask in an interview with the main
character?
• Understanding: What is the main idea
of the story?
• Remembering: Who was the main
character?
AFFECTIVE Levels of Affective
Those that deals Domain
Highest
with the
development of
• Characterizing
attributes like • Organizing
genuine interest,
desirable attitudes, • Valuing
values, commitment
as expected learning • Responding
outcome.
• Receiving Lowest
Demonstrates a willingness to participate in
the activity

Receiving
Verbs

Accept Give Observe

Ask Hold Listen
Participate Choose Sit
 Shows interest in the objects, phenomena.
or activity by seeking it out or pursuing it for.

Responding
Verbs

Answer Greet Recite

Initiate Report Assume
Intensify Reset Share
Comply Share Discuss
Practice Read Visit
 Internalizes an appreciation for the
objectives, phenomena, or activity

Valuing
Verbs

Admire
Judgment Share
Complete Find Pleasure in
Value Join
Justify Propose
Begins to compare different values, and resolves
conflicts between them to form an internally
consistent system of values

Organizing
Verbs

Adhere Defend Modify

Order Equalize Order
Participate Combine Compare
Complete Control Synthesize
 Adopts a long-term value system that is
pervasive, consistent, and predictable

Characterizing
Verbs

Act Listen Maintain

Show respect for Verify
Serve Influence Display
Generate Perform Practice
PSYCHOMOTOR Levels of Psychomotor
Domain
Objectives
• Origination Highest
that deals • Adaptation
with the • Mechanism
acquisition of • Guided Response
skills. • Set
• Perception
Lowest
 Uses sensory cues to guide

Perception
Verbs

Color Listen Note

Describe Look Observe
Find Measure
Record
Demonstrates a readiness to take action to
perform the task or objectives

Set
Verbs

Assemble Demonstrate
Imitate Construct
Manipulate Copy
Perform Handle
Knows steps required to complete the task
or objective

Guided Response
Verbs

Connect Convert
Experiment Measure
Determine Use
Relate
 Performs task or objective in a somewhat
confident, proficient, and habitual manner

Mechanism
Verbs

Device Execute
Install Operate
Spell out Use
Perform
Performs task or objectives as above, but can also
modify actions to account for a new or problematic
situations

Adaptation
Verbs

Alter Move
Shift Change
Refine Modify
Revise
 Creates new tasks or objectives incorporating
learned ones.

Origination
Verbs

Discard and substitute Reflect

Remember and apply
Repair and use
Recycle and use
Recall and use
AVOID VERBS SUCH AS:

understand appreciate think

know recognize believe
become familiar with
become aware of
be comfortable with
References:

• Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for

learning, teaching and assessing: A revision of Bloom's Taxonomy of
educational objectives: Complete edition, New York : Longman.
• Bloom, Benjamin S. & David R. Krathwohl. (1956). Taxonomy of
Educational Objectives: The Classification of Educational Goals by a
Committee of College and University Examiners. Handbook 1:
Cognitive Domain. New York, Longmans.
• Ferguson , C. (2002). Using the Revised Taxonomy to Plan and
Deliver Team- Taught, Integrated, Thematic Units. Theory into
Practice, 41 (4).
• Santos, R.DG (2007). Assessment of Student Learning I. Boston St.,
Cubao, Quezon City, Lorimar Publishing Inc.