‘clark’s untaxonomy of thinking’ (the real thinking process)...an alternative to bloom’s taxonomy
• learners come to the learning with some prior finding out and some past knowledge and understanding • their foundation lacks depth and breadthknowledge comprehension information /knowledge.comprehension
• the finding out experience begins• learners engage in five sensory experiences first• a minimum of four different tools are used to access new information• tools are cross checked against an MI checklist to ensure all modalities of the brain are catered for• learners order tools from strength to struggle
• learners naturally begin to process as they find out synthesise • they examine or analyse the learningevaluate analyse • they judge or evaluate the learning • they question/challenge or synthesise the learning • this occurs simaltaneously
• a new level of knowledge /comprehension is developed• greater depth and breadth in the learner’s foundation is achieved
• learners naturally process, as they find out synthesise • they examine (analyse); judge (evaluate); and question(synthesise) new informationevaluate analyse • the learner must analyse, evaluate and synthesise new information in order to develop understanding BUT at this early stage, thinking lacks depth and breadth; it is subsequently weak • thinking tools are used to promote analysis, evaluation and synthesis; BUT they are purposely unsophisticated or simpler in their complexity
• a new level of knowledge /comprehension is developed • greater depth and breadth in the learner’s foundation is realised information/knowledge.comprehension
• learners naturally process, as they find out synthesise • they examine or analyse the learning • they judge or evaluate the learningevaluate analyse • they question/challenge or synthesise the learning • the learner’s ability to analyse, evaluate and synthesise continues to broaden and deepen commensurate with his broadening and deepening foundation
• a new level of knowledge /comprehension is developed • depth and breadth continue to develop information/knowledge.comprehension
synthesise • learners continue to process, as they find outevaluate analyse • they naturally analyse, evaluate and synthesise new information • as depth and breadth develop, so too does the learner’s ability to use more sophisticated, complex thinking tools
• ‘deep knowledge and understanding’ is achieved • learners are asked what they NOW KNOW • summative evaluation occurs at this time (should it be required) • learners are invited to share new knowledge and understandingText through a modality of strength PRIOR to any designated ‘must do’ • they know they know it...we know they know it...SO WHAT? • how can they USE what they know to make a difference in their life information/ and the lives of others?™ knowledge.comprehension
evaluate analyse • learners analyse and evaluate what they now know...
high level synthesis is achieved far transfer is realised • learners USE new knowledge and understanding to make a difference in their lives and the lives of others • learners self actualise new knowledge and understanding • learners move from proving they know it to proving they’ve learned it • high level synthesis is achieved • far transfer is realised
• with the development of deep knowledge and understanding; and the learner’s heightened ability to analyse, evaluate and synthesise, deep, rich questions naturally evolve• the more they know, the more they know they don’t know• a ‘full’ thinkbox paves the way for an ‘empty’ one• the cycle of thinking and learning is new again
•the depth and breadth of a learnersknowledge and comprehension willbe equivalent to the depth andbreadth of the transfer realised
what are the implications of thinking as a cyclical and adaptive process on learning and teaching?