The paper is an examination of the theory of higher order thinking.
Written in 2008; 1,050 words; 4 sources; APA; $ 36.95
Paper Summary:
The author of this paper examines the theory of higher order thinking as proposed in 1956 by Benjamin Bloom. The writer gives a comprehensive explanation of higher order thinking and then continues to examine how it is applied in college and the potential impact it can have on students. The author also points out that some educators contend that, as the theory was originally developed within the college framework, it is not suitable for implementation within the high school framework. The work includes one table.
From the Paper:
"Given the research a comprehensive definition of higher order thinking skills would be that higher order thinking is a learned process that allows students to build on previously learned knowledge in a manner that calls on them to apply facts, analyze information, develop new ideas and draw conclusions based on the learning. Consequently higher order thinking supports the student applying learning throughout the curriculum and connecting information and facts to support individual development and academic growth. However, the key factor in using higher order thinking is the consideration of the individual student, as each student brings with him or her a specific knowledge background and learning style that will impact learning outcomes. The application of the theory to the classroom environment, therefore, must be carefully planned in order to ensure that all students are assessed successfully and that all students have the ability to achieve academic success. Just as many teachers condemn the idea of standardized testing because such tests do not focus on the individual learner, creating assessments that measure students by a universal belief in what they should have learned could be just as destructive in education."
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