Higher-level thinking has been a core value of educators for decades. We learned about it in college. We hear about it in PD. We’re even evaluated on whether we’re cultivating it in our classrooms: Charlotte Danielson’s Framework for Teaching, a widely used instrument to measure teacher effectiveness, describes a distinguished teacher as one whose “lesson activities require high-level student thinking” (Domain 3, Component 3c).
All that aside, most teachers would say they want their students to be thinking on higher levels, that if our teaching kept students at the lowest level of Bloom’s Taxonomy—simply recalling information—we wouldn’t be doing a very good job as teachers.
And yet, when it’s time to plan the learning experiences that would have our students operating on higher levels, some of us come up short. We may not have a huge arsenal of ready-to-use, high-level tasks to give our students. Instead, we often default to having students identify and define terms, label things, or answer basic recall questions. It’s what we know. And we have so much content to cover, many of us might feel that there really isn’t time for the higher-level stuff anyway.
If this sounds anything like you, I have a suggestion: Try a curation assignment.
Curation projects have the potential to put our students to work at three different levels of Bloom’s Taxonomy:
--Understand, where we exemplify and classify information
--Analyze, where we distinguish relevant from irrelevant information and organize it in a way that makes sense
--Evaluate, where we judge the quality of an item based on a set of criteria
If we go beyond Bloom’s and consider the Framework for 21st Century Learning put out by the Partnership for 21st Century Learning, we’ll see that critical thinking is one of the 4C’s listed as an essential skill for students in the modern age (along with communication, creativity, and collaboration) and a well-designed curation project requires a ton of critical thinking.
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