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Critical Thinking

Experiential learning is a great way to encourage the development of higher-order, critical thinking skills.  Use this page to share ideas for building these in and through your engaged teaching...whether your own or those of other practitioners.

Kathy Schrock's New Bloom's Diagram

posted Aug 14, 2012, 7:54 AM by servicelearning@luc.edu   [ updated Aug 14, 2012, 7:54 AM ]

I came across this FABULOUS new take on Bloom's, courtesy of the prolific Kathy Schrock.  Her website, "Bloomin' Aps," is FULL of fantastic charts and diagrams based on Blooms, most of them hyperlinked all over the place.

Bloom's Taxonomy -- basic diagram

posted Aug 14, 2012, 7:39 AM by servicelearning@luc.edu   [ updated Aug 14, 2012, 7:50 AM ]

This simple diagram presents the very basic version of the (slightly revised) Bloom's taxonomy of lower and higher order skills in the cognitive domain.  Note that, unlike the original Bloom's diagram, it includes "creation" as the pinnacle of cognitive mastery.  I actually include this diagram (attached in .JPG format) in my UNIV 290 syllabus as a way of framing the learning goals for each of my students:

Course Outcomes:  Educators often designate learning goals (outcomes) for a course in terms of what is called “Bloom’s Taxonomy,” a hierarchical listing of critical thinking skills in order of increasing complexity.  UNIV 290 ("Seminar in Community-based Service & Leadership") will help you demonstrate ALL of the levels of Bloom’s taxonomy during the course of the semester.  By the end of this course, you will be able to:

  1. Articulate, apply, and critically evaluate important theoretical frameworks for community engagement, including considerations of identity, power and privilege; paradigms of social action; asset-based community development; and the social change model of leadership.
  2. Actively engage with and apply learning from your local community through experiences of direct service, community-based research, and directed critical reflection on these community experiences.
  3. Analyze and evaluate concrete examples of engagement “for the common good,” including your own and those of the organizations where you are volunteering, according to heuristics discussed and developed in class.
  4. Create a set of publicly available, web-based resources that chronicle and reflect on your community-based experiences so as to encourage engagement in and activism regarding a social issue or issues of passionate concern to you.

Source: UNIV 290 Syllabus, Summer 2012

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