clark real thinking process (the untaxonomy of thinking)...an alternative to bloom’s taxonomy

learners come to the learning with some prior finding out and some past knowledge and understanding their foundation lacks depth and breadth knowledgecomprehension

the finding out experience begins learners engage in five sensory experiences first a minimum of four different tools are used to access new information tools are cross checked against an MI checklist to ensure all modalities of the brain are catered for learners order tools from strength to struggle

learners naturally begin to process as they find out they examine or analyse the learning they judge or evaluate the learning they question/challenge or synthesise the learning this occurs simaltaneously analyseevaluate synthesise

a new level of knowledge /comprehension is developed greater depth and breadth in the learner’s foundation is achieved

the finding out continues

learners naturally process, as they find out they examine (analyse); judge (evaluate); and question(synthesise) new information the learner must analyse, evaluate and synthesise new information in order to develop understanding BUT at this early stage, thinking lacks depth and breadth; it is subsequently weak thinking tools are used to promote analysis, evaluation and synthesis; BUT they are purposely unsophisticated or simpler in their complexity analyseevaluate synthesise

a new level of knowledge /comprehension is developed greater depth and breadth in the learner’s foundation is realised information/ knowledge.comprehension

the finding out continues

learners naturally process, as they find out they examine or analyse the learning they judge or evaluate the learning they question/challenge or synthesise the learning the learner’s ability to analyse, evaluate and synthesise continues to broaden and deepen commensurate with his broadening and deepening foundation analyseevaluate synthesise

a new level of knowledge /comprehension is developed depth and breadth continue to develop information/ knowledge.comprehension

the finding out continues

learners continue to process, as they find out they naturally analyse, evaluate and synthesise new information as depth and breadth develop, so too does the learner’s ability to use more sophisticated, complex thinking tools analyseevaluate synthesise

‘deep knowledge and understanding’ is achieved learners are asked what they NOW KNOW summative evaluation occurs at this time (should it be required) learners are invited to share new knowledge and understanding through a modality of strength PRIOR to any designated ‘must do’ they know they know it...we know they know it...SO WHAT? how can they USE what they know to make a difference in their life and the lives of others?™ Text information/ knowledge.comprehension

learners analyse and evaluate what they now know... analyseevaluate

learners USE new knowledge and understanding to make a difference in their lives and the lives of others learners self actualise new knowledge and understanding learners move from proving they know it to proving they’ve learned it high level synthesis is achieved far transfer is realised high level synthesis is achieved far transfer is realised

with the development of deep knowledge and understanding; and the learner’s heightened ability to analyse, evaluate and synthesise, deep, rich questions naturally evolve the more they know, the more they know they don’t know a ‘full’ thinkbox paves the way for an ‘empty’ one the cycle of thinking and learning is new again

Learners find out…

…they develop deep knowledge and understanding over time through repeated analysis, evaluation and synthesis…

…they eventually develop the cognitive capacity to USE their new learning to make a difference in their lives and the lives of others™

the depth and breadth of a learners knowledge and comprehension will be equivalent to the depth and breadth of the transfer realised

What then, are the implications of thinking as a cyclical and adaptive process on learning and teaching?