Bloom's Taxonomy Summary And Analysis

According to (Christina Murray, 1999) Higher order thinking defines as reasoning, critical skills, problem solving and creative thinking. Student learning in middle schools should involve theoretical understanding for students to be able to flexibly use knowledge, deal with new problems and settings, monitor their own learning, and develop higher order thinking skills. In Bloom’s Taxonomy provides an important frameworks for teachers to use to focus on higher order thinking. This Taxonomy can help teachers in designing performance task, crafting questions for discussing with students and providing feedback on student’s work.

In order for teachers to support student’s progress to such higher level of thinking, they must select and implement useful tasks that engage students in logical reasoning and sense making. According to (Christina Murray 1999) there are numerous concepts related with higher order thinking such as critical thinking, problem solving, creative thinking and decision making. Lewis and Smith (1993) define higher order thinking as instances in which a person
For instance teaching mathematics in classroom in order to learn how to solve problems, analyse, think critically and evaluating. As Main (2014) found some teachers used higher-order thinking only with high-achieving students because they believed either that tasks that required higher-order thinking were too difficult for low-ability students or that such tasks would be too frustrating for these students to solve. Other teachers believed that higher-order thinking was an appropriate goal for all students, and worked to modify their instruction to provide the necessary support and guidance for low-ability students to engage in higher-order thinking. As a pre service teacher students will be able to generate, plan, produce, develop, construct, evaluate, criticize, and analyse future