A brief summary about the Bloom's taxonomy and its aplication to CLIL.
Bloom's taxonomy
Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities.
The models were named after Benjamin Bloom, who chaired the committee of educators that devised the taxonomy.
Criticism of the taxonomy
Some critiques of the taxonomy's cognitive domain admit the existence of these six categories but question the existence of a sequential, hierarchical link.
Often, educators view the taxonomy as a hierarchy and may mistakenly dismiss the lowest levels as unworthy of teaching.The learning of the lower levels enables the building of skills in the higher levels of the taxonomy, and in some fields, the most important skills are in the lower levels (such as identification of species of plants and animals).
Furthermore, the distinction between the categories can be seen as artificial since any given cognitive task may entail a number of processes. It could even be argued that any attempt to nicely categorize cognitive processes into clean, cut-and-dried classifications undermines the holistic, highly connective and interrelated nature of cognition. This is a criticism that can be directed at taxonomies of mental processes in general.
Implications
Bloom's taxonomy serves as the backbone of many teaching philosophies, in particular, those that lean more towards skills rather than content. These educators view content as a vessel for teaching skills. The emphasis on higher-order thinking inherent in such philosophies is based on the top levels of the taxonomy including analysis, evaluation, synthesis and creation.
Higher order thinking skills (HOTS), is a concept based on learning taxonomies (such as Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits. In Bloom's taxonomy, for example, skills involving analysis, evaluation and synthesis (creation of new knowledge) are thought to be of a higher order, requiring different learning and teaching methods than the learning of facts and concepts.
Higher-order thinking involves the learning of complex judgmental skills such as critical thinking and problem solving. Higher-order thinking is more difficult to learn or teach but also more valuable because such skills are more likely to be usable in novel situations (i.e., situations other than those in which the skill was learned).
LOTS: Low order thinking skills
- To remember information
- To order information
- To define object
- To check understanding
- To review learning
- Apply, understand, remember
HOTS: High order thinking skills
- To develop reasoning skills
- To develop enquiry and discourse
- To develop creative thinking
- CREATE: Combining parts to make a new whole
- EVALUATE: Judging the value of information or ideas
- ANALYSE: Breaking down information into component parts
Examples of activities related to HOTS and LOTS
LOT Lower Order Thinking
- Understanding. Show the countries involved in the battle.
- Understanding. Illustrate the order of the battle.
- Understanding. Explain who won the crown.
HOT Higher Order Thinking
- Playing with a dice.
- Dice with numbers of the groups of the classroom.
- Dice with colours corresponding to questions.
Marta María Pérez
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