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School
American College of Education *
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5703
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Philosophy
Date
Apr 3, 2024
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jpg
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1
Uploaded by BailiffHyena2949
How have my 5 assumptions about the relationship between Bloom's Taxonomy and critical thinking changed? This assumption has been challenged but not yet discarded. This assumption has been challenged and discarded. This assumption has held so far. Educators should differentiate instructional tasks so that all students have the opportunity to engage in critical thinking even when lower order skills have not been mastered. s 2\ If students master the higher order thinking skills in Bloom's Taxonomy such as analyzing and evaluating then they will be able to think critically about a subject. Bloom'’s taxonomy can be universally used to teach critical thinking across subjects or topics. of knowledge in seen Bloom'’s Taxonomy one cannot move into higher order thinking and begin to analyze and evaluate their thinking. ~ (Without the foundation Bloom's taxonomy should be used when creating learning goals and course objectives to help educators guide learners to think critically about a subject/ topic/ content area. - 4 This assumption is difficult to analyze because I also hold the assumption that knowledge and understanding is necessary to critical thinking. However, I think the scaffolding mentioned in Lumpkin (2020), as well as the idea that the levelsin Bloom's Revised Taxonomy overlap helps to support this assumption. L This assumption has been challenged by my learning about the connections between emotions, attitude, and critical thinking. I will need to do more research before 1 confirm or discard this assumption. However, I now know that critical thinking does not only rely on mastery of higher order thinking skills. Rashid and Qaisar (2017), explain that emotions and attitude have a significant impact on critical thinking and that critical thinking affects attitudes of fairmindedness and openness to learn. So, while mastering higher order thinking skills is important to critical thinking, it is also important to foster positive emotions and attitudes about learning. This assumption is invalid because as Dr. Dora Renaud explains, it is difficult to teach critical thinking across intellectual traditions due to the differences in language and approaches to critical thinking across the traditions (American College of Education, 2023). Further, critical thinking is also influenced by attitude and emotion which are not explicitly addressed by Bloom's Taxonomy (Rashid & Qaisar, 2017). & > P The assumption has been deepened by the course readings and other research. Background knowledge is essential to the understanding of new content. Saaris (2016) posits that it is difficult to fully understand a topic unless learners have sufficient content knowledge and understanding is necessary to using higher level cognitive skills. B rThis assumption holds & J true and has been deepened by my understanding of metacognitive strategies. Using metacognitive strategies alongside Bloom's Revised Taxonomy will allow a learner to examine how they know what they know and find gaps in their knowledge (Lumpkin, 2020). Lumpkin (2020), describes several metacognitive strategies that teachers can use to scaffold learning. Finally Lumpkin (2020), asserts that using metacognitive strategies can help move learners from lower order thinking to higher order thinking which is necessary to critical thinking.
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