Theories of Critical Thinking
There are always new educational methods introduced to
change the teaching and learning in education. Deep learning allows students to
acquire skills to make room for creative thought and gain problem solving skills.
When comparing new ideas to the ones of the past, there is accuracy, transparency,
and learning potential. Newer forms of teaching strategies are emerging. In the
past an assessment of a teacher was based on their ability to deliver the
content of a lesson. Now technology and teacher delivery strengthen and
encourages student success.
Library Media Specialists and classroom educators are collaborating
to bridge the gap of literacy. New and improving types of literacies are
constantly developing. The world is ever-changing, and it is vital to change
with it. In order to keep up with times, it is important to acquire as much knowledge
and skill as possible. It is not optional anymore; it is necessary to stay up
to date with technology. When using digital and media literacy, it is vital to
include the following: the use of texts and technologies to access information;
the skills of critical thinking and evaluation; creativity; and the ability reflect
ethically and individual and collaboration.
In 1948 a group of educators classified goals and
objectives into three domains: cognitive, affective, and psychomotor. The general
idea of the taxonomy is that what educators want students to know can be arranged
in an order of less difficult to more difficult. The levels are designed so
that one level must be mastered to reach the next level. The original taxonomy levels
by Bloom presented verbs and behavior statements for each level. In 2001 Anderson
and Krathwohl modified Bloom's taxonomy to switch the names of the levels from
nouns to active verbs and reversing the order of the highest two levels. Students
learn about topics at various levels. Bloom’s Taxonomy verbs is used in
classrooms worldwide. It is used to help progress learning objectives that describe
the learning process. Before you can comprehend a concept, you must memorize
it. In order to apply an idea, you must understand it. In order to assess a
process, you must have analyzed it. In order to produce an accurate decision,
you must have completed a detailed assessment.
Progression in education and technology had provided
numerous ways to meet the individual needs of students. When learning about
taxonomies, several important classifications have been used to plan, organize,
and evaluate programs. The helpful are
those that have gone through long and careful research goes into these
classification systems. Educators are most comfortable with the simple version
of the cognitive levels of Bloom’s Taxonomy. When collaborating to develop a
lesson plan, teachers can use a format that include learning taxonomies and
multiple intelligences. With the limited time that teachers have, technology provides
teachers with more ways to differentiate instruction to meet the needs of each
student’s learning style.
Social status differences exist between the two individuals
act to impede effective communication. It is a difficult task to educate a student
that is not mentally ready to receive information that is provided. It may be
difficult for a teacher to comprehend or have empathy for a student who has
other things to think about than schoolwork. There needs to be a way to bridge
the two worlds.
References
Fullan, M.
& Langworthy, M. (2014). A rich seam: How new pedagogies find deep
learning. London: Pearson. https://www.pearson.com/content/dam/one-dot-com/one-dot-com/global/Files/about-pearson/innovation/open-ideas/ARichSeamEnglish.pdf
Hobbs, R.
(2011). Empowering learners with digital and media literacy. Knowledge
Quest, 39(5), 12-17.
Huitt, W.
(2011). Bloom et al.'s taxonomy of the cognitive domain. Educational
Psychology Interactive. Valdosta, GA: Valdosta State University. 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.
Rogers, E.
M. (1963). The adoption process II. Journal of Cooperative Extension,
1(2), 69-75. https://archives.joe.org/joe/1963summer/1963-2-a2.pdf
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