Theories of Critical Thinking Blog Post

            In conclusion, all five articles five stood out to me; however, I want to anchor in on two articles in particular. The first article is The Adoption process. As the PLC leader of the building and working with multiple grade levels, the most significant challenge I'm faced with is adopting new ways of teacher learning and discipline. For years, I'm struggling with why people do not buy into the process from the start. Upon reading about the adoption process, I look at innovator's early adopter's early majority late majority at laggards this alliance to the issue that I have seen in the classroom regarding teaching and learning. Rogers states, "Opinion learns all those from who seek advice or information (Rogers, p.72)." When Examine this behavior, it reflects the laggard's group, who general reference to "how things use to be" when it comes to new ideas and concepts. 

            In teaching and learning, deep learning is met with resist it's from the laggard group. In 2020, we were met with a pandemic that challenged the world and how we think, act and learn. The traditional way of educating, working, and socializing was changed. Therefore, 'new pedagogies' are not just instructional strategies but many different pathways (Fullan, M. & Langworthy, M. (2014). Fullan and Langworthy, states "They are powerful models of teaching and learning, enabled and accelerated by increasingly pervasive digital tools and resources, taking hold within learning environments that measure and support deep learning at all levels of the education system (p. i)." Examining Bloom's Taxonomy, published in 1956, provided a four-level hierarchical structure for stratifying the objectives of what educators want students to know from the least complicated aim to the highest (Huitt, 2011). Subsequently, as additional research was conducted, the model was revised, adding two more elements that combined, resulted in a five-level model of increasing rigor   Knowledge, Comprehension, Application, Analysis, and Synthesis/evaluation (Huitt, 2011).

          Therefore, being Intentional with engaging students in deep learning and teaching across the curriculum with digital technology. Virtual classrooms are the norm now, and as educators, we have to meet the students academically, socially, and emotionally. Some school systems have adopted the Web's Depth of Knowledge In, which dies deeper into learning by categorizing the level of questioning from one to four. However, Webb's depth of knowledge circles back to bloom's taxonomy. Students gain knowledge, comprehend the experience, apply that ability, analyze the information they have learned, and reflect on what they have learned. The program lies in the teacher not teaching the lesson, requiring students to gain and apply a deep sense of learning.

        Students are very tech-savvy; therefore, teachers have to meet students where they are and build upon students' tech savviest in our current educational settings for face-to-face and virtual imperative that students, teachers, administrators, parents and stakeholders are innovators and early adopters when it comes to learning in the 21st century during this pandemic.

                                                                        References 

Fullan, M. & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson. Retrieved from https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-pearson/innovation/open-ideas/ARichSeamEnglish.pdf  (Read Executive Summary, Chapter 1, and Chapter 2 only.)

Hobbs, R. (2011). Empowering learners with digital and media literacy. Knowledge Quest, 39(5), 12-17. Retrieved from Academic Search Premier database.

Huitt, W. (2011). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/cognition/bloom.pdf

Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading with Technology, 36(1), 18-21. Retrieved from Academic Search Premier database.

Rogers, E. M. (1963). The adoption process II. Journal of Cooperative Extension, 1(2), 69-75. Retrieved from http://www.joe.org/joe/1963summer/1963-2-a2.pdf  (Why am I having you read this crusty old article? Rogers is the pioneer of a theory of how innovations spread. His model has been applied extensively to modern technology principles.)