Professional Documents
Culture Documents
Taxonomy
What are critical thinking and creative thinking?
What's Bloom's taxonomy and how is it helpful in project planning?
How are the domains of learning reflected in technology-rich projects?
Benjamin Bloom (!"#$ developed a classification of levels of intellectual
%ehavior in learning& 'his taxonomy contained three overlapping domains(
the cognitive) psychomotor) and affective& Within the cognitive domain) he
identified six levels( knowledge) comprehension) application) analysis)
synthesis) and evaluation& 'hese domains and levels are still useful today as
you develop the critical thinking skills of your students&
Critical Thinking
*ritical thinking involves logical thinking and reasoning including skills such as comparison)
classification) se+uencing) cause,effect) patterning) we%%ing) analogies) deductive and
inductive reasoning) forecasting) planning) hypothesi-ing) and criti+uing&
*reative thinking involves creating something new or original& .t involves the skills of
flexi%ility) originality) fluency) ela%oration) %rainstorming) modification) imagery) associative
thinking) attri%ute listing) metaphorical thinking) forced relationships& 'he aim of creative
thinking is to stimulate curiosity and promote divergence&
While critical thinking can %e thought of as more left-%rain and creative thinking more right
%rain) they %oth involve /thinking&/ When we talk a%out H0'1 /higher-order thinking skills/
we're concentrating on the top three levels of Bloom's 'axonomy( analysis) synthesis) and
evaluation&
Knowledge
collect descri%e identify list show tell ta%ulate
define examine la%el name retell state +uote
enumerate match read record reproduce copy select
Examples: dates) events) places) voca%ulary) key ideas) parts of diagram) "Ws
Comprehension
associate compare distinguish extend interpret predict differentiate
contrast descri%e discuss estimate group summari-e order
cite convert explain paraphrase restate trace
Examples: find meaning) transfer) interpret facts) infer cause 2 conse+uence) examples
Application
apply classify change illustrate solve demonstrate
calculate complete solve modify show experiment
relate discover act administer articulate chart
collect compute construct determine develop esta%lish
prepare produce report teach transfer use
Examples: use information in new situations) solve pro%lems
Analysis
analy-e arrange connect divide infer separate
classify compare contrast explain select order
%reakdown correlate diagram discriminate focus illustrate
infer outline prioriti-e su%divide points out prioriti-e
Examples: recogni-e and explain patterns and meaning) see parts and wholes
Synthesis
com%ine compose generali-e modify invent plan su%stitute
create formulate integrate rearrange design speculate rewrite
adapt anticipate colla%orate compile devise express facilitate
reinforce structure su%stitute intervene negotiate reorgani-e validate
Examples: discuss /what if/ situations) create new ideas) predict and draw conclusions
Evaluation
assess compare decide discriminate measure rank test
convince conclude explain grade judge summari-e support
appraise critici-e defend persuade justify reframe
Examples: make recommendations) assess value and make choices) criti+ue ideas
Aective !omain
3omain 4ttri%utes( interpersonal relations) emotions) attitudes) appreciations) and values id
accepts attempts challenges defends disputes joins judges
contri%utes praises +uestions shares supports volunteers
Creative Thinking" Characteristics # Traits
Characteristics Associated $ith Creative %roccesses and
%roducts
'he list %elow focuses on cognitive and affective skills or a%ilities that creativity researchers
have associated with creative individuals) although there is clearly no consensus opinion that
all of these must %e present in a creative person or process& 1ome of these traits also
characteri-e successful critical thinking) and some are distinct yet not mutually exclusive&
5ost of the research that speaks to these characteristics has focused on industriali-ed western
nations and cultures&
0ne should also take into consideration 1tern%erg and 6u%art7s point that 8creativity is
hypothesi-ed to involve more than a simply sum of a person7s attained level of functioning
on each component&9 *ertain individuals and components may have thresholds a%ove and
%elow which creativity can or cannot take place: strengths in one area may %alance
weaknesses in others: and high levels of interactions %etween components can enhance
creativity %eyond a simple summing e+uation (1tern%erg !!!$&
.dea generation ; coming up with new ideas) new alternatives to solving pro%lems)
and new variations on a theme (flexi%ility) fluency) originality) divergent thinking$&
*uriosity ; wanting to know more a%out something: a desire to dig deeper into a
su%ject: an unwillingness to settle for conventional explanations&
.magination ; the faculty or action of producing ideas) especially mental images of
what is not present or had not %een experienced: the a%ility to consider alternative
points of views: ways of life: and %eliefs %oth across time and across social and
physical space& .magination is also the a%ility to pose counterfactuals (8what ifs9$) to
suppose) and to reason through the implications of such alternative scenarios&
<easoning %y metaphor and analogy ; finding homologies: recogni-ing common
traits across otherwise dissimilar phenomena: interpreting or communicating
something that is unfamiliar or am%iguous %y means of comparing it to something
more familiar and recogni-a%le&
=la%oration ; related to curiosity is the desire and a%ility to extend an insight) story or
discovery -- to consider repercussions) to push an argument to its extremes) to
8unpack9 statements and o%servations&
*omplexity ; a%ility to identify and recogni-e non-o%vious pro%lems: +uestion
assumptions: see multiple paths of causation: consider multiple varia%les: formulate
numerous hypotheses: recogni-e missing elements: tolerate am%iguity&
1ynthesis and com%ination; a%ility to %ring together disparate %its of information and
facts in order to tell a coherent story or provide a logical argument: 8connecting the
dots:9 applying knowledge and techni+ues from one discipline to solve or consider
pro%lems in another discipline (x-disciplinary thinking$: utili-ing knowledge in a
different or new context&
4%straction and simplification ; the a%ility to formulate general concepts %y
a%stracting common properties of specific instances: the a%ility to pose overarching
8theories)9 and the capacity to see the 8%ig picture9 ; identify fundamentals) first
principles) general structures&
'olerance for am%iguity ; the a%ility to perceive value in the highly complex or
asymmetrical&
3ivergent 'hinking ; the a%ility to go against the grain of the usual or expected&
>luency ; the a%ility to extend an idea&
>lexi%ility ; the a%ility to cross conceptual %oundaries&
*oncentration; the a%ility to disregard peripheral material and concepts in order to
focus on the task or pro%lem at hand&
?ersistence ; the a%ility to pursue a solution to a pro%lem) etc& even when faced with
difficulties) road%locks) negative feed%ack) and other forms of resistance&
=ntrepreneurship ; the a%ility to go outside the approved or recogni-ed conceptual
%oundaries of a situation or context in order to solve a pro%lem) or pursue an idea&
.ntrinsic motivation ; the desire to do something %ased on the enjoyment of the
%ehavior iteself rather then relying on or re+uiring external reinforcement&
<isk taking ; the willingness to undertake a venture that may result in a loss or
damage to oneself&
?rojection,empathy ; the indentification with and understanding of anothers feelings)
situation) or motivations&
0riginality ; creating something new and useful to a discipline) domain) community&
1tory telling ; using spoken or written language in narrative form to make sense of
something) to theori-e a%out something) and,or communicate something to others&
>low -- the automatic) effortless) yet highly focused state of consciousness when
engaged in activities) often painful) risky or difficult) which stretch a person7s
capacity while involving an element of novelty or discovery& 1uch activity can %e
%ased on the following nine elements( clear goals) immediate feed%ack) %alance
%etween challenges and skills) merging of action and awareness) elimination of
distractions) lack of fear of failure) lack of self-consciousness) distortion of sense of
time) autotelic activity (enjoyment for its own sake$ (*siks-entmihalyi !!#$&
Critical Thinking" Characteristics # Traits
4ccording to the authors of the 3elphi ?roject <eport) critical thinking is comprised of the
following skills(
&nterpretation
-categori-ation
-decoding significance
-clarifying meaning
Analysis
-examining ideas
-identifying arguments
-analy-ing arguments
Evaluation
-assessing claims
-assessing arguments
&nerence
-+uerying evidence
-conjecturing alternatives
-drawing conclusions
Explanation
-stating results
-justifying procedures
-presenting arguments
Sel-regulation
-self-examination
-self-correction
We generated our own list and agreed to draw from the following skills to develop our
ru%rics& 'his list reflects areas of overlap %etween elements of creative and critical thinking&
3iscerning
.magining
@isuali-ing
?redicting
4nticipating
<ecogni-ing *ause and =ffect
<ecogni-ing ?resuppositions
<ecogni-ing 4ssumptions
<ecogni-ing >oundations
1electing important info
?rioriti-ing
4naly-ing
=valuating
4ssessing
'aking things apart
3econstructing
0wning
Being aware of role
5aking meaning
*ontextuali-ing
*onceptuali-ing
.mplying
1ynthesi-ing
4nticipating larger implications
<ecogni-ing thinking
=ngaging in honest in+uiry
*onnecting (*ompare) *ontrast) *oncatenate$
5aking linkages
<e-collaging
'aking perspectives
<ecogni-ing multiple viewpoints
'aking a meta-cognitive stance
>ocusing
.nferencing
Being precise
Being 4accurate
<ecogni-ing of potential +uestions (of reader$
Being aware of audience (minds$
?articipating in a dialog