The Six Levels of Thinking

Bloom's Taxonomy of Educational Objectives explains that the process of thinking actually involves several levels. Infants and toddlers use mostly the first two levels, but by age 3 children can use all six.

1. Gathering knowledge consists of acquiring basic pieces of information. Asking children to identify and describe objects encourages thinking on this level.

2. Comprehending and confirming involves looking at the meaning of the knowledge that has been gathered and drawing conclusions from it. A good question to encourage this level of thinking might be, for example, "The yellow sponge floats. What about the other sponges?"

3. Applying entails using what has been learned in new situations. Asking children to consider a newly learned fact as they build or make something can foster this level of thinking. 

4. Analyzing involves thinking about a whole in terms of its various parts. You can encourage this level of thinking by asking children what materials could be used for a particular classroom project.

5. Synthesizing consists of putting parts together to form a whole. Asking children how to use an array of materials to create something, for example, invites thinking on this level. 

6. Evaluating entails making comparisons and judgments. You can encourage this level of thinking by asking children which of the materials they used worked the best.To read more about these six levels of thinking, see Taxonomy of Educational Objectives by Benjamin S. Bloom (Longman). 

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    Guided Reading Lecturas Cortas Grade 5 (Levels Q-W)

    Guided Reading Lecturas Cortas Grade 5 (Levels Q-W)

    Available August 2015!

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    Try It with Food

    Try It with Food

    SET FEATURES:


     
    o    Core to science curriculum in relevant grades

     
    o    Engaging hands-on experiments

     
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    o    Full-color photos and illustrations throughout

     
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    6/1/08 Science Books & Films
    The Experiment with Science series of books has colorful photographs, easy-to-follow text, and clear explanations. However, as with most children's "experiment" books, the experiments are almost all demonstrations. Nearly all of the instructions are cookbooklike, explaining to kids what they should do and then what they will observe. There are a few exceptions, however, including making lenses out of gelatin (pp. 26-28 of Try It with Food!) and relating the size of "moon" craters to the size of an object and the distance it travels (pp. 21-23 of Fantastic Phenomena). In contrast to the other activities, these give the experimenter the chance to change things and observe what happens.


     
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