1. APPLYING MODELS OF THINKING
BY: Yashika Z. Cole
EDT 575
6/14/2013
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2. THIS PRESENTATION WILL INCLUDE THE FOLLOWING:
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•Applying Blooms’ Taxonomy of Thinking Skills
•Demonstrated Thinking Skill
•Blooms Revised Taxonomy being used in project planning and
the assessment of student’s thinking skills
•Applying Marzano’s Dimensions of Learning
•Applying Costa and Kallick’s 16 Habits of Mind
•Summary
•Resources

3. BLOOM’S TAXONOMY OF THINKING SKILLS:
COGNITIVE DOMAIN
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REMEMBER: Recite, quote, list, define.
UNDERSTAND: Explain, infer, interpret, summarize, paraphrase
APPLY: Organize, solve, generalize, produce

4. BLOOM’S TAXONOMY OF THINKING SKILLS:
COGNITIVE DOMAIN
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ANALZE: Compare, classify, rank, infer, extrapolate
EVALUATION: Judge, Criticize, evaluate, appraise, recommend
CREATE: Compose, originate, design, invent

5. DEMONSTRATED THINKING SKILLS
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 Remembering
• Defining and listing
 Understanding
• Assess, restate, and identify
 Applying
• Calculating using equations, contrast possibilities, and demonstrate
math/science principles
 Analyzing
• Pictures, Tables/Diagrams, options (discuss), and generalizations (make)
 Evaluating
• Assess validity, support guesses, and tests guesses
 Creating
• Build models, propose new ways, and work backwards

6. BLOOM’S TAXONOMY OF THINKING SKILLS:
AFFECTIVE DOMAIN
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RECEIVING Differentiate, accept, listen for, respond to
RESPONDING Comply, follow, commend, volunteer, acclaim,
engage in
VALUING Measure, proficiency, subsidize, support, debate

7. BLOOM’S TAXONOMY OF THINKING SKILLS:
AFFECTIVE DOMAIN
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ORGANIZING Discuss, theorize, formulate, balance, prioritize
CHARACTERING Revise, require, rate, avoid, resist, manage, resolve

8. BLOOM’S TAXONOMY OF THINKING SKILLS:
PSYCHOMOTOR DOMAIN
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PERCEIVING Choose, identify, relate, select
SETTING Begin, move, show, state
GUIDED RESPONING
Copy, trace, reproduce, react
MECHANIZING Assemble, calibrate, fasten, measure, mend
ADAPTING Alter, rearrange, vary, revise
ORIGINATING Arrange, build, construct, initiate

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BLOOM’S REVISIED TAXONOMY BEING USED IN PROJECT PLANNING AND
ASSESSMENT OF STUDENT THINKING SKILLS

10. BLOOM TAXONOMY
OLD VERSION VS. NEW VERSION
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11. APPLICATION OF COGNITIVE PROCESSES AND
DIMENSIONS
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Factual Knowledge
Basic elements used to communicate, understand, organize a subject: terminology,
scientific terms, labels, vocabulary, jargon, symbols or representations; and specific
details such as knowledge of events, people, dates, sources of information.
Conceptual Knowledge
Knowledge of classifications and categories, principles, theories, models or structures of a
subject
Procedural Knowledge
Knowing how to do something: performing skills, algorithms, techniques or methods.
Metacognitive Knowledge
The process or strategy of learning and thinking; an awareness of one’s own cognition,
and the ability to control, monitor, and regulate one’s own cognitive process.

12. MARZANO'S DIMENSIONS OF LEARNING
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Marzano's Dimensions of Learning
Marzano's categories of how people think is different from Bloom's in that
the categories do not build upon each other. Each cognitive category is
just as important as the others. The Dimensions of Learning represent
elements that Marzano believes are all worthy of focus and inclusion
within a unit of study.

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Dimension Title Examples
3 Extension and
Refinement
(knowledge)
* Learners: develop in-depth
understanding
(apply/refine)
* Common reasoning
processes (8)
4 Meaningful use
(Knowledge)
Students learn best if they
need knowledge to accomplish
a goal that is meaningful to
them (5 types)
5 Productive Habits of
Mind
Mental habits that will enable
them to learn on their own (3)
Marzano’s Dimensions of Learning

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Dimensions Title Examples
1 Positive Attitudes and
Perceptions (Learning)
Classroom Climate
(Accepted by others;
order
2 Acquisition and
Integration
(Knowledge)
•Relate, organize,
and retain new
information
• 2 types of
knowledge:
declarative (facts)
and procedural
(procedures)
Marzano’s Dimension of Learning

15. BLOOM’S TAXONOMY IN PROJECT PLANNING
AND STUDENT ASSESSMENT
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1. Promoting higher level of thinking skills: using bloom’s taxonomy and
softchalk (part 1)
http://www.youtube.com/watch?v=6rDLzktQ13E
2. Promoting higher level of thinking skills: using bloom’s taxonomy and
softchalk (part 1)
http://www.youtube.com/watch?v=7Kqc-7gNKFI

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The 16 Habits Of Mind
Identified by Costa and Kallick:

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The Habits of Mind are an identified set of 16 problem solving, life related
skills, necessary to effectively operate in society and promote strategic
reasoning, insightfulness, perseverance, creativity and craftsmanship. The
understanding and application of these 16 Habits of Mind serve to provide
the individual with skills to work through real life situations that equip that
person to respond using awareness (cues), thought, and intentional
strategy in order to gain a positive outcome.
The 16 Habits Of Mind
Identified by Costa and Kallick:

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The 16 Habits Of Mind
Identified by Costa and Kallick:
Persisting:
Sticking to it! Persevering in task through to completion;
remaining focused.
Looking for ways to reach your goal when stuck. Not
giving up.
Listening with understanding and empathy:
Understanding other! Devoting mental energy to
another person’s thoughts and ideas; Make an effort to
perceive another’s point of view and emotions
Questioning and problem posing:
How do you know? Having a questioning attitude;
knowing what data are needed and developing
questioning strategies to produce those data. Finding
problems to solve.
Thinking about your thinking
(Meta-cognition):
Know your knowing! Being aware of your own thoughts,
strategies, feeling and actions and their effects on others.
Thinking and communication with clarity and
precision:
Be Clear! Striving for accurate communication in both
written and oral form; avoiding over generalizations,
distortions, deletions and exaggerations.
Creating, imagining, and innovation:
Try a different way! Generating new and novel ideas,
fluency, originality
Taking responsible risk:
Venture out! Being adventuresome; living on the edge of
one’s competence. Try new things constantly.
Thinking interdependently:
Work together! Being able to work in and learn from
others in reciprocal situations. Team work

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The 16 Habits Of Mind
Identified by Costa and Kallick:
Managing Impulsivity:
Take your time! Thinking before acting; remaining calm,
thoughtful and deliberative.
Thinking flexibly:
Look at it Another Way! Being able to change
perspective, generate alternatives, consider options.
Striving for accuracy:
Check it again! Always do your best. Setting high
standards. Checking way to improve constantly.
Applying past knowledge to new situations:
Use what you Learn! Accessing prior knowledge;
transferring knowledge beyond the situation in which it
was learned.
Gather data through all senses:
Use your natural pathways! Pay attention to the world
around you Gather data through all the senses, taste,
touch, smell, hearing and sight.
Responding with wonderment and owe:
Have fun figuring it out! Finding the world awesome,
mysterious and being intrigued with phenomena and
beauty.
Finding humor:
Laugh a little! Finding the whimsical incongruous and
unexpected. Being able to laugh t oneself.
Remaining open to continuous learning:
I have so much more to learn! Having humility and
pride when admitting we don’t know; resisting
complacency.

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Conclusion
Bloom's Taxonomy was created in 1956 under the leadership of educational
psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in
education, such as analyzing and evaluating, rather than just remembering facts
(rote learning). During the 1990's, a former student of Bloom's, Lorin Anderson, led
a new assembly which met for the purpose of updating the taxonomy, hoping to add
relevance for 21st century students and teachers. Changes in terminology between
the two versions are perhaps the most obvious differences and can also cause the
most confusion. Basically, Bloom's six major categories were changed from noun to
verb forms. Additionally, the lowest level of the original, knowledge was renamed
and became remembering.
The 16 Habits of Mind is knowing how to behave intelligently when you DON'T know
the answer. It means having a disposition toward behaving intelligently when
confronted with problems, the answers to which are not immediately known.

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References
Applying Bloom’s Taxonomy
www.teachers.ash.org.au/researchskills/dalton.htm
Learning Domains or Bloom’s Taxonomy
www.nwlink.com/-donclark/hrd/bloom.html
What are Habits of Mind?
www.habits-of-mind.net/whatare.htm
Costa, A and Kallick, B (2000) Habits of Mind: A Developmental Series.
Alexandria, VA: Association for Supervision and Curriculum Development:
Book I: Discovering and Exploring Habits of Mind
Book II: Activating and Engaging Habits of Mind
Book III: Assessing and Reporting Growth in Habits of Mind
Book IV: Integrating and Sustaining Habits ofMind
(After Arthur L. Costa and Bena Kallick, Habits of Mind: A Developmental Series, Copyright © 2000)