1. Higher-order thinking essentially means thinking that takes place in the
higher-levels of the hierarchy of cognitive processing. Bloom‟s Taxonomy is
the most widely accepted hierarchical arrangement of this sort in education
and it can be viewed as a continuum of thinking skills starting with
knowledge-level thinking and moving eventually to evaluation-level of
thinking. A common example, used by Dr. Chuck Weiderhold of the
application of the major categories in Bloom‟s Taxonomy, is show below,
applying the taxonomy to the Pledge of Allegiance:
Knowledge statements ask the student to recite the pledge. Example: “Say
the pledge.”
Comprehension statements ask the student to explain the meaning of words
contained in the pledge. Example: “Explain what indivisible, liberty, and
justice mean.”
Application statements ask the student to apply understandings. Example:
“Create your own pledge to something you believe in.”
Analysis statements ask the student to interpret word meanings in relation
to context. Example: “Discuss the meaning of „and to the Republic for which
it stands‟ in terms of its importance to the pledge.”
Synthesis statements ask the student to apply concepts in a new setting.
Example: “Write a contract between yourself and a friend that includes an
allegiance to a symbol that stands for something you both believe in.”
Evaluation statements ask the student to judge the relative merits of the
content and concepts contained in the subject. Example: “Describe the
purpose of the pledge and assess how well it achieves that purpose. Suggest
improvements.”
(Wiederhold, C. (1997). The Q-Matrix/Cooperative Learning & Higher-Level
Thinking. San Clemente, CA: Kagan Cooperative Learning.)
When we promote higher-order thinking then, we are simply promoting
thinking, along with the teaching methodologies that promote such thinking,
that takes place at the higher levels of the hierarchy just provided, notably
application, analysis, synthesis, and evaluation.
Critical/creative/constructive thinking is closely related to higher-order
thinking; they are actually inseparable. Critical/creative/constructive

2. thinking simply means thinking processes that progress upward in the given
direction. First one critically analyzes the knowledge, information, or
situation. Then they creatively consider possible next-step options, and then
finally, they construct a new product, decision, direction, or value. The
evaluation step listed above with the Pledge of Allegiance would require this
sort of thinking.
Back to the Top
Reading Beyond the Lines
Another way to look at higher-order thinking is to look at the reading
process in typical terms and then extend the terms one step to reach higherorder thinking. That is, being able to read, being literate, typically means
having the ability to decode words and understand their meanings
individually and collectively. Being able to read and to comprehend the
reading is generally considered thinking and involves “reading the lines” and
“reading between the lines.” Higher-order thinking or literacy though, is the
next crucial step, often not even thought of in the reading process, that
being “reading beyond the lines.” This is so crucial because it is in reading
beyond the lines that reading the lines and reading between the lines have
their real value.
Back to the Top
Instructional Elements for Fostering Higher-Order
Thinking in the Classroom
(Synthesized from Teaching Children to Be Literate: A Reflective
Approach, by Anthony and Ula Manzo, 1995)
1. Remember to ask for it; that is, for discovery, invention, and
artistic/literary creation.
2. Great curiosity and new ideas with enthusiasm; these can often lead to
the most valuable “teachable moments.”

3. 3. Expose learners to new twists on old patterns and invite looking at old
patterns from new angles.
4. Constructively critique new ideas because they almost always require
some fine-tuning.
5. Reset our expectations to the fact that there will be many more “misses”
than “hits” when reaching for workable new ideas.
6. Learn to invite contrary, or opposing, positions; new possibilities are
often discovered in this way and existing thoughts, patterns, and beliefs can
be tested and strengthened.
Back to the Top
Questions that Invite Higher-Order Thinking
(Synthesized from Teaching Children to Be Literate: A Reflective
Approach, by Anthony and Ula Manzo, 1995)
· How is this study like another you/we have read? This question encourages
students to make connections and see analogies.
· Does this story/information make you aware of any problems that need
attention? This amounts to asking students to see themselves as active
participants in problem identification as well as problem solving.
· What does this mean to you and how might it affect others? This pair of
questions gives students a chance to express their own interests but also to
empathetically consider and understand the views of, and possible
consequences to, others.
· Is there anything wrong with this solution, and how else might this problem
be solved? These questions are the heart of successful critical analysis.
· What more needs to be known or done to understand or do this better?
This is a pointed request for creative problem solving that invites thinking
“beyond the lines.”

4. · What is a contrary way of seeing this? Being able to examine issues from
multiple points of view helps the students to clarify their thoughts.
Back to the Top
Questioning for Quality Thinking at Each Level of
Bloom’s Taxonomy
Knowledge: Identification and recall of information
Who, what, when, where, how?
Describe ___________________.
Comprehension: Organization and selection of facts and ideas
Retell ___________ in your own words.
What is the main idea of ___________________?
Application: Use of facts, rules, principles
How is __________ and example of _______________?
How is __________ related to _________________?
Why is _________________ significant?
Analysis: Separation of the whole into component parts
What are the parts or features of ________________?
Classify _______________ according to ________________.
Outline/diagram/web ____________________.
How does ______________ compare/contrast with __________________?
What evidence can you list for _____________________?

5. Synthesis: Combination of ideas to form a new whole
What would you predict/infer from __________________?
What ideas can you add to __________________?
How would you create/design a new __________________?
What might happen if you combine _______________ with
________________?
What solutions would you suggest for __________________?
Evaluation: Development of opinions, judgments, or decisions
Do you agree with _________________?
What do you think about _______________?
What is the most important _____________?
Prioritize ________________.
How would you decide about ________________?
What criteria would you use to assess ______________________?
Back to the Top
Head-on Approaches to Teaching Higher-Order
Thinking
(Synthesized from Teaching Children to Be Literate: A Reflective
Approach, by Anthony and Ula Manzo, 1995)
“Thinking Thursdays”
o Consider setting aside a given amount of time on a regular basis
to try some of these direct approaches to teaching critical and
creative thinking.

6. Word Creation:
o Define the word “squallizmotex” and explain how your definition
fits the word.
o If dried grapes are called raisins, and dried beef is called beef
jerky, what would you call these items if they were dried:
lemons, pineapple, watermelon, chicken.
Unusual Uses:
o Have students try to think of as many unusual uses as they can
for common objects such as bricks, used toys, old tennis balls,
soda bottles, and 8-track cassette tapes.
Circumstances and Consequences: What would happen if . . .
o school was on weekends and not during the week?
o water stuck like glue?
o gravity took a day off?
o there were no colors?
o everyone in the country could vote on every issue that is now
decided by government representatives?
Product Improvements:
o How could school desks be improved?
o How could living room furniture be improved to provide better
storage and even exercise while watching television?
o How can we better equip book-carrying bags to handle lunches
and other needs that you can think of?
Systems and Social Improvements:
o A sample question that could lead into plenty of higher-level
discussion and a good give-and-take of views and needs could
be: “How can schools be made more fun without hurting
learning?”
Back to the Top
Higher-Order Thinking & REAP
Read-Encode-Annotate-Ponder (REAP) is a teaching method developed by
M.G. Eanet & A.V. Manzo at University of Missouri- Kansas City. It is a

7. strategy developed for students to use to improve writing, thinking, and
reading. As a teaching method, it is intended to teach students a variety of
ways to respond to any text. The responses are brief and poignant ways to
critique or annotate what they have read. There are different types of
annotations which range from simple summary (reconstructive) to highly
challenging critical-creative responses (constructive).
Value of Annotating
In writing annotations the readers discriminate and synthesize ideas
presented by the author, then translate it into their own language. Writing
and annotations enrich reflective thinking and reading. The readers analyze
the author's purpose and explore their own feelings about the written
material. Students who write about what they have learned gain from the
reading process. Consequently, writing should be an integral part (a vital
component) in the classroom setting. Writing serves as a catalyst in
improving one's reading, thinking and comprehension abilities. Learning the
routine to write after reading ignites ACTIVE THINKING before, during and
after a reading selection. Annotations ensure meaningful reading and
encourage clear and concise thinking and writing. Annotations enhance
reader's knowledge base as well as improve thinking and writing skills.
Steps in REAP:
R: Read to discern the writer's message.
E: Encode the message by translating it into your own words.
A: Annotate by cogently writing the message in notes for yourself, or in a
thought book or on an electronic response system.
P: Ponder, or further reflect on what you have read and written, through
discussion and by reviewing others' response to the same materials and/or
your own annotation.
Using REAP as a Rubric for Monitoring Progress Toward Higher-Order
Thinking
REAP may be used as a way to monitor a student's progress toward higherorder thinking. By using examples of the various types of annotations, a
teacher may compare and appraise the characteristic way in which the
student responds to text. The annotation types listed above are roughly in

8. order of difficulty. Lower numbers indicate more concrete thinking (or
literalness) and higher numbers more personal and abstract patterns of
response.
Annotation Types
Reconstructive... requires literal-level response to a text.
Constructive... requires reading and thinking between and beyond the lines.
-----------------------------------------------------------------------Reconstructive Responses
1. Summary response. States the basic message of the selection in brief
form. In fiction, it is the basic story line; in nonfiction, it is a simple
statement of the main ideas.
2. Precise response. Briefly states the author's basic idea or theme, with all
unnecessary words removed. The result is a crisp, telegram like message.
3. Attention-getting or heuristic response. Restates a snappy portion of the
selection that makes the reader want to respond. It is best to use the
author's own words.
4. Question response. Turns the main point of the story or information into
an organizing question that the selection answers.
Constructive Responses
5. Personal view or transactional response. Answers the question "How do
your views and feelings compare with what you perceive the author to have
said?"
6. Critical response. Supports, reject s, or questions the main idea, and tells
why. The first sentence of this type of response should restate the author's
position. The next sentence should state the writer's position. Additional
sentences should explain how the two differ.
7. Contrary response. Attempts to state a logical alternative position, even
if it is not one that the student necessarily supports.

9. 8. Intention response. States and briefly explains what the responder thinks
is the author's intention, plan, and purpose in writing the selection. This is a
special version of the critical response that causes the reader/responder to
try to think like the author or from the author's perspective.
9. Motivation response. States what may have caused the author to create
or write the story or selection. This is another special version of critical
responding. It is an attempt to discover the author's personal agenda and
hence areas of writing or unwitting biases.
10. Discovery response. States one or more practical questions that need to
be answered before the story or facts can be judged for accuracy or worth.
This type of response to text is the mode of thinking that leads to more
reading and research and occasionally to a reformulated position or view.
11. Creative response. Suggests different and perhaps better solutions or
views and/or connections and applications to prior learning and
experiences. Students usually need some guidance and/or examples to
produce this type of response. Once they begin thinking in this way, the
results can be remarkably constructive.
For more information about REAP, especially if you are interested in being involved with a
current on-line REAP pilot study, please visit REAP Central Today
Back to the Top
Writing to Promote Higher-Order Thinking
(Synthesized from Teaching Children to Be Literate: A Reflective
Approach, by Anthony and Ula Manzo, 1995)
Advantages
Writing activates the reader‟s background knowledge before
reading/thinking.
Writing builds anticipation of upcoming learning events.
Writing raises the reader‟s level of intellectual activity.
Writing encourages meaningful comparisons of the student‟s
perspective with that of the writer (in reading situations)
Writing helps students better formulate their world view.

10. Writing allows students to examine their perspectives on key issues.
Writing builds metacognitive as well as cognitive abilities because
writing forces deeper levels of introspection, analysis, and synthesis
than any other mediational process.
Suggestions Related to Using Writing to Promote Higher-Order Thinking
Write daily or frequently rather than sporadically.
Write for real audiences and purposes.
Allot sufficient time for stages of thought and editing to occur.
Encourage peer review
Write with an initial emphasis on thinking rather than on proofreading
and editing.
Contributed by Barbara Fowler, Longview Community College.
Bloom's Revised Taxonomy divides the way people learn into three domains.
One of these is the cognitive domain which emphasizes intellectual
outcomes. This domain is further divided into categories or levels. The key
words used and the type of questions asked may aid in the establishment
and encouragement of critical thinking, especially in the higher levels.
Level 1: Remembering - exhibits previously learned material by recalling
facts, terms, basic concepts and answers.
Key words: who, what, why, when, omit, where, which, choose, find, how,
define, label, show, spell, list, match, name, relate, tell, recall, select
Questions:
What is . . . ? How is . . . ?
Where is . . . ? When did _______ happen?
How did ______ happen? How would you explain . . . ?
Why did . . . ? How would you describe . . . ?

11. When did . . . ? Can you recall . . . ?
How would you show . . . ? Can you select . . . ?
Who were the main . . . ? Can you list three . . . ?
Which one . . . ? Who was . . . ?
Level 2: Understanding - demonstrating understanding of facts and ideas by
organizing, comparing, translating, interpreting, giving descriptions and
stating main ideas.
Key words: compare, contrast, demonstrate, interpret, explain, extend,
illustrate, infer, outline, relate, rephrase, translate, summarize, show,
classify
Questions:
How would you classify the type of . . . ?
How would you compare . . . ? contrast . . . ?
Will you state or interpret in your own words . . . ?
How would you rephrase the meaning . . . ?
What facts or ideas show . . . ?
What is the main idea of . . . ?
Which statements support . . . ?
Can you explain what is happening . . . what is meant . . .?
What can you say about . . . ?
Which is the best answer . . . ?
How would you summarize . . . ?

12. Level 3: Applying - solving problems by applying acquired knowledge, facts,
techniques and rules in a different way.
Key words: apply, build, choose, construct, develop, interview, make use
of, organize, experiment with, plan, select, solve, utilize, model, identify
Questions:
How would you use . . . ?
What examples can you find to . . . ?
How would you solve _______ using what you have learned . . . ?
How would you organize _______ to show . . . ?
How would you show your understanding of . . . ?
What approach would you use to . . . ?
How would you apply what you learned to develop . . . ?
What other way would you plan to . . . ?
What would result if . . . ?
Can you make use of the facts to . . . ?
What elements would you choose to change . . . ?
What facts would you select to show . . . ?
What questions would you ask in an interview with . . . ?
Level 4: Analyzing - examining and breaking information into parts by
identifying motives or causes; making inferences and finding evidence to
support generalizations.
Key words: analyze, categorize, classify, compare, contrast, discover,
dissect, divide, examine, inspect, simplify, survey, take part in, test for,

13. distinguish, list, distinction, theme, relationships, function, motive,
inference, assumption, conclusion
Questions:
What are the parts or features of . . . ?
How is _______ related to . . . ?
Why do you think . . . ?
What is the theme . . . ?
What motive is there . . . ?
Can you list the parts . . . ?
What inference can you make . . . ?
What conclusions can you draw . . . ?
How would you classify . . . ?
How would you categorize . . . ?
Can you identify the difference parts . . . ?
What evidence can you find . . . ?
What is the relationship between . . . ?
Can you make a distinction between . . . ?
What is the function of . . . ?
What ideas justify . . . ?
Level 5: Evaluating - presenting and defending opinions by making
judgments about information, validity of ideas or quality of work based on a
set of criteria.

14. Key Words: award, choose, conclude, criticize, decide, defend, determine,
dispute, evaluate, judge, justify, measure, compare, mark, rate,
recommend, rule on, select, agree, interpret, explain, appraise, prioritize,
opinion, ,support, importance, criteria, prove, disprove, assess, influence,
perceive, value, estimate, influence, deduct
Questions:
Do you agree with the actions . . . ? with the outcomes . . . ?
What is your opinion of . . . ?
How would you prove . . . ? disprove . . . ?
Can you assess the value or importance of . . . ?
Would it be better if . . . ?
Why did they (the character) choose . . . ?
What would you recommend . . . ?
How would you rate the . . . ?
What would you cite to defend the actions . . . ?
How would you evaluate . . . ?
How could you determine . . . ?
What choice would you have made . . . ?
What would you select . . . ?
How would you prioritize . . . ?
What judgment would you make about . . . ?
Based on what you know, how would you explain . . . ?
What information would you use to support the view . . . ?
How would you justify . . . ?

15. What data was used to make the conclusion . . . ?
Why was it better that . . . ?
How would you prioritize the facts . . . ?
How would you compare the ideas . . . ? people . . . ?
Level 6: Creating - compiling information together in a different way by
combining elements in a new pattern or proposing alternative solutions.
Key Words: build, choose, combine, compile, compose, construct, create,
design, develop, estimate, formulate, imagine, invent, make up, originate,
plan, predict, propose, solve, solution, suppose, discuss, modify, change,
original, improve, adapt, minimize, maximize, delete, theorize, elaborate,
test, improve, happen, change
Questions:
What changes would you make to solve . . . ?
How would you improve . . . ?
What would happen if . . . ?
Can you elaborate on the reason . . . ?
Can you propose an alternative . . . ?
Can you invent . . . ?
How would you adapt ________ to create a different . . . ?
How could you change (modify) the plot (plan) . . . ?
What could be done to minimize (maximize) . . . ?
What way would you design . . . ?
What could be combined to improve (change) . . . ?

16. Suppose you could _______ what would you do . . . ?
How would you test . . . ?
Can you formulate a theory for . . . ?
Can you predict the outcome if . . . ?
How would you estimate the results for . . . ?
What facts can you compile . . . ?
Can you construct a model that would change . . . ?
Can you think of an original way for the . . . ?
Teaching and Researching Higher-Order Thinking in a Virtual
Environment
Joseph J. Pear
University of Manitoba
Abstract
An innovation in studying the teaching and learning process has been developed at the
University of Manitoba. Computer-Aided Personalized System of Instruction (CAPSI) targets
questions or problems within small units of study material to initiate composed rather than
option-based responses. This system integrates peer review with evaluation by instructor
and teaching assistants. Current research focuses on increasing thinking levels by students
in courses using CAPSI.
Introduction
The Keller (
) personalized system of instruction (PSI) is a method of self-paced
learning in which students proceed through course material at their own pace by writing unit
assignments on study questions or problems given to the students beforehand. Other
students act as reviewers or tutors by giving feedback on the unit assignments. PSI is a
mastery system since students demonstrate mastery on a given unit before they can
proceed to the next unit. Research has shown that mastery learning in general and the
Keller system in particular produce superior learning (
).

17. Bloom's (
) taxonomy in the cognitive domain is a system for categorizing the thinking
levels required by specific questions, problems, or exercises. Bloom identified six major
categories of thinking: (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5)
synthesis, and (6) evaluation. These categories are roughly hierarchical. For example, to be
able to creatively put together several basic concepts to create a new idea (level 5), one
must have a good understanding or comprehension (level 2) of those basic concepts.
Although Bloom’s taxonomy is not the only possible way to classify thinking levels, it is
widely known and used in education, and therefore provides a good starting point for
teaching higher-order thinking and studying its development.
This paper describes a method for teaching and studying the teaching and learning process,
called computer-aided personalized system of instruction (
), that combines Keller's PSI and Bloom's taxonomy. Combining the Keller system with
Bloom’s taxonomy presented some problems that required a technological solution. First,
the Keller system requires a great deal of routine administrative work to maintain. Second,
adding the thinking-level dimension increases the administrative work required. By
automating repetitive tasks, computer technology increases the efficiency of the process.
Perhaps even more importantly, computer technology makes it possible to study the
process in a comprehensive systematic manner.
The Method
As originally developed by Keller, PSI uses students in a more advanced course as reviewers
of assignments by students in less advanced courses. This made sense administratively,
because the more advanced course provided a source of individuals who had presumably
mastered the material in the less advanced course. With computer technology, however, a
more advanced course is unnecessary. Each student's position in the course is available
instantaneously. This enables the CAPSI program to use students in the same course as
peer reviewers. An added benefit of using computer technology is that students do not have
to be at one specific location at one specific time. CAPSI-taught courses at the University of
Manitoba are conducted through the Internet. An important feature of CAPSI is its quality
control potential. In courses at the University of Manitoba, the program requires that a unit
assignment be marked by the instructor or teaching assistant or by two peer reviewers. If
two peer reviewers mark it, both must independently agree that the assignment is a pass in
order for the program to record it as a pass. In addition, all assignments are automatically
recorded to disc for the instructor to sample and evaluate. There is also a built-in appeal
process for arguing the validity of a given answer. The program is applicable to any course
topic and any set of questions or problems. The instructor inputs questions or problems and
certain parameters, such as the number of units in the course, the course credit for each
unit assignment, the course credit for peer reviewing, and whether there are to be
examinations or projects in the course and their respective course credits. The program
then automates all the administrative functions of the course. Thus, the study material
(e.g., text, videos, lectures) along with the questions, exercises, or problems selected or
generated by the instructor form the basis or core of the system. The type of learning that
students can acquire from the course will be highly dependent on this core. If the instructor
writes questions that require only rote learning (level 1, or knowledge, in Bloom's
taxonomy), for example, students will be unlikely to advance above the rote level. For this
reason CAPSI is designed for constructed or composed solutions or answers rather than

18. option-based (e.g., true-false, multiple choice) responses. However, a method for ensuring
that students would learn and interact with the material at the highest possible level of
thinking was still needed. Hence, a modified form of Bloom's taxonomy was integrated into
the system. There were several reasons for modifying the taxonomy. One is that there are
reliability problems with the taxonomy (e.g,
). Another is the
complexity of the taxonomy, which makes it difficult to apply. Of course, one would expect a
classification of thinking levels to be complex. However, it seemed better to simplify the
taxonomy and make it more reliable for the purpose of integrating it with CAPSI. It is
anticipated that refinement and elaboration of this modified taxonomy will result from
research on its use within the CAPSI program.
The taxonomy as currently used with CAPSI is as follows:
1.
2.
3.
4.
5.
6.
Rote knowledge: the answer is word-for-word or closely paraphrased from the
study material.
Comprehension: the answer is in the student’s own words.
Application: a concept is applied to a new problem or situation. Examples
would be illustrating a concept with a new example (e.g., one not in the study
material) and applying an equation to a new problem.
Analysis: breaking down a concept into its parts. This occurs when, for
example, one compares and contrasts two or more concepts.
Synthesis: integrating two or more concepts to form something new. An
example would be combining several styles of painting to produce a new
style.
Evaluation: providing reasoned argument for or against a given position. An
example would be an argument considering the pros and cons of cloning
research from an ethical perspective or from a scientific perspective.
Flowcharts were constructed constructed that permitted the thinking levels of both
questions and answers to be assessed with good reliability (
;
). This has set the stage for research on
ways to raise the level of thinking at which students respond to questions in CAPSI-taught
courses.
Research Issues
The first foray into investigating increasing thinking levels in student answers consisted in
providing students with the modified taxonomy, the thinking level required by each
question, and a system of bonus points for each question answered above the level outlined
(
). For example, if a question asked for an example of a concept without
specifying that the example had to be original (i.e., not in the study material), this question
would be considered to be at level 2. Thus, if a student gave an original example this would
be answering at level 3, and therefore would be answering above the level of the question.
This procedure successfully increased the levels at which students answered the questions.
This shows that students are able to increase their demonstrated thinking levels. Using
CAPSI as an instrument for probing students’ thinking levels in a course, we are in a

19. position to study variables thought to be important in helping students advance their
thinking levels. For example, we might use CAPSI to examine whether some study materials
and media are more effective at promoting higher-order thinking than others are. Research
issues that can be examine include: Are textbooks that are written in a manner that initiates
thinking or leads the reader through the discovery process more effective in facilitating
higher-order thinking than those that present a comprehensive coverage of factual
material? Are lectures or discussion groups, or some mixture of the two, more effective at
promoting higher-order thinking? Are live presentations more effective than videos? Are
face-to-face discussions more effective than on-line discussions? These are questions that
need to be answered as we advance into the technological age of education. Another
important research area concerns the questions, exercises, and problems in a course.
Research questions that might be studied here area include: What is the most effective
proportion of each category of thinking level? For example, a large proportion of evaluation
questions (level 6) might be detrimental because, given the hierarchical nature of the
taxonomy, students may not be adequately prepared to successfully address questions at
the highest level. What is the most effective way of sequencing the question levels for a
given unit in the study guide? For example, would higher-level thinking be more effectively
promoted by having students answer all rote questions (level 1) first, then all
comprehension questions (level 2) next, etc., or would interspersing the levels be more
effective? The information obtained by research on these issues would likely be applicable to
courses taught with various other methods, not just those taught using CAPSI.
The social milieu in of a CAPSI-taught course also provides a rich source of variables that
may have an impact on higher-order thinking. In that milieu are the students, acting both
as learners and as peer reviewers, and the instructor and (if there is one) teaching assistant
who oversee the system and perform evaluative and feedback functions. Research shows
that, overall, students perform their peer-reviewing duties effectively (
) and that there is a large amount of compliance with
feedback that students as learners receive from other students as peer reviewers, and from
the instructor (
). There is, however, considerable room for
improvement, and research is in progress on this.
Analysis of archived data shows that students in a CAPSI-taught course receive much more
substantive feedback on their work than would be possible in a course taught by traditional
methods. This interactive nature of CAPSI fits a social constructivist model of knowledge
generation through interaction with others (
). Much of the
knowledge generation occurs on the part of the peer reviewers, who find (often to their
surprise) that reading other students answers or solutions and commenting on them
initiates their own learning and higher-order thinking. Another important area of study,
therefore, is on the effects of the peer-review component of CAPSI in the development of
higher-order thinking.
Engaged
Learning with
Online
Curriculum
Quick Links-OTN

20. Projects
Thinking Skills
In 1956, Bloom described his Taxonomy. It has become a standard in educational thinking
and introduced the notion of thinking as having a hierarchy from simple to complex,
from lower to higher orders.
Benjamin Bloom described higher order thinking in his Taxonomy of Educational Objectives
in 1956. According to a number of authors, higher order thinking is just a name for a way to
approach problem solving and to think critically.
The ability to think critically is essential if individuals are to live, work & function effectively
in our current and changing society. Students must make choices, evaluations and
judgments every day regarding; information to obtain, use and believe; plans to make and
actions to take.
Barber, P. (n.d.). Higher order thinking skills [Web document].
Available: http://www.covington.k12.tn.us/resources/word/hots1.htm [Date Accessed:
2000, January 2]
Southeastern Louisiana University (n.d.). What is higher order thinking? [Web document].
Available: http://www.selu.edu/Academics/Education/TEC/think.htm [Date Accessed: 2000,
January 2]
The Revised Taxomomy
During the 1990’s, Lorin Anderson (a former student of Benjamin Bloom) led a team of
cognitive psychologists in revisiting the taxonomy with the view to examining the relevance
of the taxonomy as we enter the twenty-first century.
As a result of the investigation a number of significant improvements were made to the
existing structure. Before turning to examples of how the newly revised Taxonomy may be
applied, it would be appropriate at this point to make both the revisions and reasons for the
changes explicit.
Teacher-Centred Approach
REMEMBERING
Recognise, list, describe, identify retrieve, name .
Can the student RECALL information?

21. UNDERSTANDING
Interpret, exemplify, summarise, infer, paraphrase .
Can the student EXPLAIN ideas or concepts?
Student-Centred Approach
Learning models -online curriculum projects
APPLYING
Implement, carry out, use
Can the student USE the new knowledge in another familiar situation?
ANALYSING
Compare, attribute, organise, deconstruct
Can the student DIFFERENTIATE between constituent parts?
EVALUATING
Check, critique, judge, hypothesize ...
Can the student JUSTIFY a decision or course of action?
CREATING
Design, construct, plan, produce ...
Can the student GENERATE new products, ideas or ways of viewing things ?
Figure1 below describes both the old and the new taxonomies:
Bloom’s Original Taxonomy
Knowledge
Comprehension
Anderson’s Revised Taxonomy
Remembering
Understanding

22. Application
Analysis
Synthesis
Evaluation
Applying
Analysing
Evaluating
Creating
Changes in Terminology
1. As depicted in the previous table, the names of six major categories were changed from
noun to verb forms. The reasoning behind this is that the taxonomy reflects different forms
of thinking and thinking is an active process. Verbs describe actions, not nouns, hence the
change.
2. The subcategories of the six major categories were also replaced by verbs and some
subcategories were reorganised.
3. The knowledge category was renamed. Knowledge is an outcome or product of
thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate
to describe a category of thinking and was replaced with the word remembering instead.
4. Comprehension and synthesis were retitled to understanding and creating respectively, in
order to better reflect the nature of the thinking defined in each category.