Stage 2: Exploring Pathways
7 What are some basic pathways to Thinking?
฀Dimensions
Pathways: Dimensions of Thinking
of Thinking
฀5 Pathways
฀Jigsaw
In this stage of Exploring Pathways, we are going to investigate areas or dimensions of thinking.
There are so many ways of framing and categorising different types of thinking. You may even
feel that there are different visual ways of showing the interrelationship between each of these
dimensions. What is missing? You may develop your own view of the dimensions of thinking and
add to or revise this tree diagram, an umbrella for developing a Thinking School:
dimensions for
developing thinking
cognitive
processes
enquiry
methods
dispositions
learning
modalities
creativity
NOTE: For a comprehensive view of the research on thinking, we strongly suggest that you look
at the latest edition of Dr. Art Costa’s Developing Minds (ASCD).
Link to: www.thinkingschoolsinternational.com/developingminds
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Stage 2: Exploring Pathways
Step 7: What are some basic pathways to Thinking?
Dimensions for Developing Thinking
For each of the five dimensions that you are reviewing in your STUDY GROUP we will focus on
only one model within the dimension. Here is the overview:
A
Cognitive Processes Dimension
Focus: The New Bloom’s Taxonomy
B
Enquiry Dimension
Focus: Questioning
C
Dispositions Dimension
Focus: Habits of Mind
D
Learning Styles Dimension
Focus: Visual Tools
E
Creativity Dimension
Focus: Thinkers Keys
Each of these sections has four pages that have a common sequence:
• Overview: Summary of the Dimension and introduction to the model used as an example.
• Explanation: A closer look at the model and the implications for use in a Thinking School.
• Learning Applications: Ideas about applications and use with different age groups.
• Reflective Questions: Questions you can use to review the content of this section and use
when you return to your home group.
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Stage 2: Exploring Pathways
Step 7: What are some basic pathways to Thinking?
Section A
Cognitive Processes Dimension
Benjamin Bloom’s Taxonomy of Educational Objectives (Cognitive Domain)
Benjamin Bloom developed the taxonomy in the 1950s in the United States. It is a hierarchy of
six types of thinking which become increasingly complex and demanding.
Though the “levels” have increasing complexity, at any age level or at any time within a
classroom context a teacher or student may move between different levels. There is no linear
sequence required for use of this taxonomy.
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The levels of thinking can be applied to developing curriculum units and courses with
assessments. This taxonomy is often used for structuring questions at different levels across
all levels of schooling and in all areas of learning.
In 2001 Lorin Anderson, et al, made some significant changes to the original taxonomy. Here
is the original model with the revised model by Anderson. Notice that the nouns were changed
into verbs to reflect the fact that thinking is an active process.
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Step 7: What are some basic
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ORIGINAL BLOOM
REVISED BY ANDERSON
EVALUATION
SYNTHESIS
CREATING
EVALUATING
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
ANALYSING
APPLYING
UNDERSTANDING
REMEMBERING
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Stage 2: Exploring Pathways
Step 7: What are some basic pathways to Thinking?
Section A • Cognitive Processes Dimension
Benjamin Bloom’s Taxonomy of Educational Objectives (Cognitive Domain)
Below is the expanded view of the revised taxonomy. Here you can see that these different
cognitive process categories work across different types of knowledge: factual, conceptual,
procedural and metacognitive (reflective).
The Cognitive Process Dimension
The
Knowledge
Dimension
1.
Remember
2.
Understand
3.
Apply
4.
Analyse
5.
Evaluate
6.
Create
A. Factual
Knowledge
B. Conceptual
Knowledge
C. Procedural
Knowlege
D. Meta-Cognitive
Knowledge
Educators use this grid to understand how macro cognitive processes such as “analysis” are used
for the different types of knowledge. For example, in a science experiment where the focus is on
“analysis” the student would:
analyse by categorising the factual information
analyse by showing the cause-effect concepts
analyse by sequencing alternative procedures
analyse by discussing different cognitive processes used (metacognitive)
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Stage 2: Exploring Pathways
Step 7: What are some basic pathways to Thinking?
Section A • Cognitive Processes Dimension
Benjamin Bloom’s Taxonomy of Educational Objectives (Cognitive Domain)
Here is a pictorial view of the revised taxonomy that you can share with your students before
you introduce any activity. You can have students draw the tree and add the terms as you work
through the activity or unit of study.
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Step 7: What are some basic
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For example, before you read a story, have students draw the tree and write the words
“remembering” and “understanding” as the roots or ground. As your students read the story,
ask them to remember details and discuss the plot of the story. Then ask students to “apply”
this knowledge by comparing the details or plot with another story they have recently read.
Next, have them analyse the causes and effects of the actions taken by a central character.
Follow this up with an evaluation discussion by students discussing why they believe that a
certain character was, for example, “good” or “bad” , by reflecting on the values that each
student believes is important. Finally, have students create an alternative ending to the story, or
change factual information within the story so that it changes how a character develops.
During and after this sequence within the taxonomy, have students write the key terms on their
tree and have a discussion about the processes and how they use these cognitive processes in
other subject areas.
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