This six-level hierarchy of thinking processes is often used by
teachers to plan a variety of questions or tasks of different levels of
difficulty, so that all children may choose or be allocated work at which
they are likely to succeed, but that also will require reasonable effort,
even from the most able.
Bloom's Taxonomy comprises the three 'lower' levels of Remembering,
Understanding and Applying, along with what are usually said to be
the 'higher order thinking' levels of Analyzing, Evaluating and Creating. It
is not the case that only those children identified as gifted or talented
should attempt tasks at the upper levels - for these are skills that all
children need to develop. It is important that children have many
opportunities to work at tasks that are more demanding, such as those
requiring analyzing, evaluating and creating. It is a matter of finding the
right mix of the six levels for each child, to ensure that learning is
thought-provoking and that connections with 'real life' are made.
THE LEVELS
In describing the levels of thinking, there are suggested examples of
activities that are representative of that level. The following activities
and questions are based on ideas in the book Blooming Into Themes With
Multiple Intelligences, (published by Hawker Brownlow Education, Melbourne,
1997):
REMEMBERING AND UNDERSTANDING
Often these first two levels are combined since both involve recalling and
interpreting information presented, e.g.:
• Find pictures of toys in magazines and catalogues. Sort them into
toys you have and toys you would like to have.
• Why did the Ugly Duckling run away?
APPLYING
This level involves applying information to a new or different situation,
e.g.:
• Find out who is trying to protect our endangered animals and write
a letter to these people.
• Illustrate the stages involved in recycling paper and then test
your plan by recycling some paper to make note paper for a gift.
ANALYZING
The skills involved in this level require children to see the relationships
between the parts that make up a whole, e.g.:
• Compare your life with the life of a child who travels with a
circus.
• Plan a special meal. Make all the arrangements including the guest
list, invitations, menu, venue etc. and record the steps needed.
EVALUATING
This level involves children making, and justifying, value judgments, e.g.:
• Choose and illustrate the two most important events in the story.
• Write a letter to your local council recommending ways of
improving some aspect of your community (such as rubbish disposal or
recycling).
Creating
CREATING
At this level, children are required to create new patterns or structures,
e.g.:
• Write a song about 'Old MacDonald' who had a bulldozer instead of
a farm.
Interview the wolf to find out his side of the Red Riding Hood
story. Tell or write down your findings.
*** I hope this information will assist you in working with your child at
home. Remember that these questions can be asked in reference to almost any
subject you child is working on, especially reading! If you have any
questions, please feel free to contact me!
