Reasoning 1
Reasoning
Bernadette Silva
Lesley University-Roswell Site
ECOMP 6102-Assessment and Technology
12/02/05
Reasoning 2
Reasoning:
The act of reasoning includes using knowledge and understanding to
gather new ideas or make conclusions, inferences, and judgments. In Richard J.
Stiggin’s book, Student Involved Assessment for Learning (2005), he states that
students arrive to school from day one as natural thinkers. Teachers must aid
students in organization to reason effectively (Stiggins, 2005). Teachers can
actually help students learn to organize knowledge and apply patterns of
reasoning when and where appropriate. According to (Stiggins, 2005), real life
thinkers need to be able to synthesize, classify, and reason inductively and
deductively. Stiggins identifies six patterns of reasoning: analytical, synthesizing,
comparative, classifying, induction and deduction, and evaluative reasoning.
Each way of reasoning has its own definition, but builds upon one another.
According to (Stiggins, 2005), the patterns of reasoning blend to problem solve.
Stiggins states that students must know and understand the patterns of
reasoning in order to make good use of them (Stiggins, 2005). Stiggin’s patterns
of reasoning are similar to Benjamin Bloom’s levels of learning. Bloom’s levels of
learning are classifications of organized thinking by level of complexity. Stiggin’s
patterns of reasoning are combined to develop the most accurate evaluation
possible for the students. Bloom’s levels of learning are higher order thinking
skills that build on one another.
Analytical reasoning is the act of describing, explaining, or making
something definite and clear. According to (Stiggins, 2005), we reason
analytically we draw inferences about the components to define how they fit
Reasoning 3
together and function. It is a process of using knowledge and going into greater
depth to make it clear. My kindergarteners may analyze characters from a story
by using what they have learned about the character during story time, and
breaking it down to learn more about the character’s characteristics. I would
allow my students to analyze characters from a story during class discussion,
independent illustrations, or character talks. Peer assessment could be used
during the class discussion with simple thumbs up or down for agreeing or
disagreeing. All students may have input about the character.
Synthesizing is integrating or combining information with use of analysis to
develop knowledge or concepts. Kindergarteners may synthesize the
relationship between the character’s characteristics, and the story’s plot. A class
discussion would be effective in aligning what they learned about the characters,
and how the characters connect to the plot. Kindergarteners can distinguish the
parts that fit together to come to a conclusion.
Comparative reasoning is a process of figuring out or inferring how things
are alike or different (Stiggins, 2005). My kindergarteners may use this pattern of
reasoning with the characters in a story. An analysis and synthesis of the
characters is essential for the students to apply comparative reasoning. My
kindergarteners may have a more in depth understanding of the characters after
combining the analysis, synthesis, and comparative reasoning. I would teach and
model strategies of comparative reasoning by using a Venn Diagram. We would
compare and contrast the characters as a whole class. I would assess the
students’ knowledge by using a Venn Diagram. The students would tell me
Reasoning 4
where to write similarities and differences, and the students would discuss the
Venn Diagram as a whole group.
Classifying is similar to categorizing, and graphs are often used in the
classroom for classifying things. My students classify characters using
illustrations and discuss as the differences of the pictures. My students can
classify shapes by putting the shapes on a graph according to their attributes.
For example, the students could sort the shapes on a graph by the number of
sides, color, and size.
Induction and deduction are patterns of reasoning where students infer,
draw conclusions or generalize. This is the time for kindergarteners to use what
they learned about the characters to draw conclusions about the story. My
students can give me feedback of what they understand from a story after oral
reading. I stop periodically to check for understanding and the students often
predict what will happen next. My kindergarteners are learning the alphabet
along with the sounds each letter makes. My students can identify letters in large
picture books as well as letter sounds. They are also blending to identify words
from the large picture books I read to them. The students are also able to
identify rhyming words.
Evaluative reasoning is the process of evaluating the quality of the student
work (Stiggins, 2005). Students must be involved with their own learning and
assessment. After applying the patterns of reasoning, students can be involved
with the evaluation of their performance. Students may use a self-evaluated
rubric to take what they learned about reasoning to apply achievement. I ask my
Reasoning 5
students what they have learned at the end of the day when they are lined up to
go home, and they tell me what they have learned and provide me with
examples. My students often tell me the importance of what they have learned
and how it will help them outside the classroom and in future grades. For
example, my students will tell me they use the letter sounds to blend words and
often times they can make out small words. They will tell me this helps them
when they are shopping with mom or they will learn how to read in first grade.
My students have also told me they see shapes on houses and in different things
at home.
Benjamin Bloom directed a group of educational psychologists who
developed a classification of levels of intellectual behavior, important in learning.
This classification of learning is similar to Stiggins. In the early nineties Bloom’s
Taxonomy was revised. It was revised from the six categories entailing noun
forms to verbs forms (Pohl, 2005). The taxonomy reflects different forms of
thinking and is believed to be an active process; verbs describe action (Pohl,
2005). Bloom like Stiggins, believes there are more than one type of learning.
Both have their own philosophy of the stages of learning. Bloom’s Taxonomy
has six major categories that are in order from the simplest to the most complex,
and are thought as degrees of difficulty (Pohl, 2005). The first category must be
mastered before the next one can take place (Pohl, 2005).
Stiggins and Bloom are similar in their philosophies, but have some
differences in the structure of the patterns they planned. Stiggins believes that
reasoning is the root of understanding and applying knowledge to develop further
Reasoning 6
knowledge. Bloom deems differently, he believes that students must begin with
the simplest category and build to the next. It was stated that the first category
must be mastered before the next one can take place. Both men have highquality ideas and have implemented them into many classrooms. I tend to lean
toward Stiggin’s approach to learning because students must learn to organize
their thoughts to gather new ideas or make conclusions, inferences, and
judgments
Reasoning 7
References
Pohl, M. (2005). Blooms taxonomy revised. Retrieved Nov. 25, 2005, from
http://www.modsthps.sa.edu.au/Brain/blooms.thm.
Stiggins, R. (2005). Student involved assessment for learning. , NJ: Upper
Saddle River.