What do we mean by critical thinking? Critical thinking helps us detect bias and unstated assumptions, seek relevance and test for accuracy. Critcal thinkers strive to determine credibility by distinguishing between statements of fact and value judgements.
As a classroom teacher I learnt about Bloom’s Taxonomy and trialled using the hierarchy of thinking to develop higher order thinking (including the ability to think critically) in my students. And, yet I knew little about the intent of the taxonomy.
Originally Blooms Taxonomy was to provide an overarching classification system for test questions for American college students. Bloom’s cognitive taxonomy is a six-tiered approach to the intellectual expectations of a college classroom. The taxonomy organises intellectual behaviours as: knowledge, comprehension, application, analysis, synthesis and evaluation. This approach to assessment required it to be connected to explicit classroom outcomes and demonstrable behaviours, which could be tested (Booker, 2008). Booker (2008) questions the validity of using the taxonomy in the K-12 years as he believes there has been a serious distortion in relation to the purpose of Blooms Taxonomy. His research (in America) suggested that teachers were teaching higher order thinking skills that were methodology rich but content light, which has led to lower, not higher achievement. He goes on to say that the belief that higher order thinking can exist in isolation from specific content is of great concern.
In our efforts to teach higher-order thinking, have we denigrated or disregarded the importance of facts and substantive knowledge? The research indicated that when basic skills are devalued, students misunderstand the true value of higher order thinking. I have been guilty of subverting knowledge in my quest to develop higher-order thinking skills and dispositions in my students, and yet Bloom considered knowledge as the basis for all higher-order thinking. So, what might the implications be? Bloom insisted that the heirarchy formation and structure should not be ignored. What are your thoughts about this as you evaluate your practice?
To be able to effectively evaluate, we would need to carefully consider various aspects of the object, idea or activity being judged; and genuine judgements need to be made with distinct criteria in mind (Booker, 2008). Therefore, as you reflect on this article, and analyse these ideas in relation to your own, what might the criteria be for you to be able to evaluate what you do (in your quest to promote and develop higher order thinking in your students)? Is it possible that you might have overlooked the importance of knowledge and comprehension?
“Critical reasoning isn’t about blind disbelief any more than it is about blind belief. It requires a solid understanding of fundamental facts, and these facts cue us to patterns of assent or skeptisim… the task of instilling those beliefs is a noble one, however the roof won’t stay up without walls (Booker, 2008).”
Instead of providing you with a lesson plan, I have created a ‘critical thinking’ flow map for you to consider as a way to develop standards, traits and elements of critical thinking across the curriculum. I thought that each box could be used as a planning guide for you and for your students.
WHY IS CRITICAL THINKING SO IMPORTANT?
The Problem. “Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uniformed or downright prejudiced. Yet, the quality of our life and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated (criticalthinking.org).”
A Definition. “Critical thinking is that mode of thinking – about any subject, content, or problem – in which the thinker improves the quality of his or her thinking by skilfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them (criticalthinking.org).”
