Higher-Level Thinking Strategies in the Spanish Language and Culture class Bloom's Taxonomy

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Higher-Level Thinking Strategies in the Spanish
Language and Culture classBloom's Taxonomy
Gardners MIs

• Gustavo Fares, Ph.D.
• Lawrence University
• www.lawrence.edu/fast/faresg

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Goals

• To gain a clear understanding of higher-level
  thinking strategies, following Bloom
  classifications, and the ways in which they can
  be related to Gardners theory of multiple
  intelligences.
• To examine both theories and their implications
  for the development of classroom activities for
  the AP Spanish Language class, based on recent AP
  Spanish Language Exams tasks.
• To see the AP Exam in light use of the two
  theories presented.

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Summary

• Bloom's Taxonomy
• Domains of educational activities
• Affective
• Psychomotor
• Cognitive
• Bloom's Revised Taxonomy
• Putting it all to work
• Multiple Intelligences Today
• Criteria of an Intelligence
• The eight intelligtencies
• Benefits of using the multiple intelligences
  approach?
• How does it all fit together?
• Activities
• Bloom and Gardner in the AP Spanish Language Exam
  Tasks

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Bloom's Taxonomy

• Classification of learning objectives within
  education
• First presented in 1956 through The Taxonomy of
  Educational Objectives, The Classification of
  Educational Goals, Handbook I Cognitive Domain,
  by Benjamin Bloom (editor), M. D. Englehart, E.
  J. Furst, W. H. Hill, and David Krathwohl.
• It is considered a foundational element within
  education

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Bloom's Taxonomy

• Following the 1948 Convention of the American
  Psychological Association, B. S. Bloom formulated
  a classification of "the goals of the educational
  process".
• Bloom and his co-workers established a hierarchy
  of educational objectives, which is generally
  referred to as Bloom's Taxonomy
• Three "domains" of educational activities were
  identified.
• The Affective Domain
• growth in feelings or emotional areas (Attitude)
• The Psychomotor Domain
• manual or physical skills (Skills)
• The Cognitive Domain
• knowledge and the development of intellectual
  attitudes and skills.

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Domains of educational activities Affective
Domain

• The affective domain (Krathwohl, Bloom, Masia,
  1973) includes the manner in which we deal with
  things emotionally, such as
• feelings, values, appreciation, enthusiasms,
  motivations, and attitudes.
• The five major categories are listed from the
  simplest behavior to the most complex

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Affective Domain

• Receiving
• The lowest level the student passively pays
  attention. Without this level no learning can
  occur.
• Responding
• The person actively participates in the learning
  process, attends to a stimulus and reacts.
• Valuing
• The person attaches a value to an object, or
  piece of information.
• Organizing
• The person can put together different values,
  information, and ideas, comparing, relating and
  elaborating on what has been learned.
• Characterizing
• The person holds a particular value or belief
  that exerts influence on his/her behavior so that
  it becomes a characteristic of that person.

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Psychomotor Domain

• Skills in the psychomotor domain describe the
  ability to physically manipulate a tool or
  instrument.
• Characterized by progressive levels of behaviors
  from observation to mastery of a physical skill.
• Bloom and his colleagues never created
  subcategories for skills in the psychomotor
  domain, but since then other educators have
  created their own psychomotor taxonomies.
• Simpson (1972), for instance, built a taxonomy
  based on the work of Bloom and others

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The following is a combination of various
Psychomotor Domain taxonomies
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Cognitive Domain

• The cognitive domain involves knowledge and the
  development of intellectual skills.
• Such as the recall or recognition of specific
  facts, patterns, and concepts
• There are six major categories, which are listed
  in order, starting from the simplest behavior to
  the most complex.
• The categories can be thought of as degrees of
  difficulties.
• That is, the first one must be mastered before
  the next one can take place.

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Cognitive Domain

• Knowledge
• arrange, define, duplicate, label, list,
  memorize, name, order, recognize, relate, recall.
  
• Comprehension
• classify, describe, discuss, explain, express,
  identify, indicate, locate, recognize, report,
  restate
• Application
• choose, demonstrate, employ, interpret, operate,
  practice, schedule, sketch, solve, use
• Analysis
• appraise, calculate, categorize, compare,
  contrast, criticize, differentiate, discriminate,
  distinguish, examine, experiment, question, test
• Synthesis
• collect, compose, construct, develop, formulate,
  manage, organize, plan, prepare
• Evaluation
• appraise, argue, assess, attach, choose compare,
  defend, estimate, judge, predict, rate, evaluate.

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Cognitive Domain
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Bloom's Revised Taxonomy

• Lorin Anderson, a former student of Bloom,
  revisited the cognitive domains in the learning
  taxonomy in the mid-nineties and made some
  changes, the two most prominent ones being
• 1) changing the names in the six categories from
  noun to verb forms
• 2) slightly rearranging them.
• This new taxonomy reflects a more active form of
  thinking and is perhaps more accurate

Reference 1. Bloom B. S. (1956). Taxonomy of
Educational Objectives, Handbook I The Cognitive
Domain. New York David McKay Co Inc.
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Cognitive Domain Revised
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Low levels in Blooms Cognitive Domain taxonomy
Knowledge and Understanding

• Remembering, Understanding
• Typical keywords might include
• Define, describe, label, list, memorize, recall,
  identify, label, who, when, where.
• moving through to
• Summarize, interpret, contrast, predict,
  estimate, classify, describe, discuss, explain,
  indicate, give examples, paraphrase, locate.

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Questions for Remembering
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Questions for Understanding
(Pohl, Learning to Think, Thinking to Learn, p.
12)
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Understanding Potential Activities and Products
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Medium levels of Blooms taxonomyApplication -
Applying

• Typical keywords might include choose,
  demonstrate, employ, interpret, operate,
  practice, schedule, sketch, solve, useResources
  could include
• Interactive games.
• User selected photo galleries for portfolio
  evidence.
• Problem solving via personal note-taking or
  spreadsheet application.
• Creating audio clips.
• Web search.
• Wireless collaboration
• Quiz software with questions

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Questions for Applying
(Pohl, Learning to Think, Thinking to Learn, p.
13)
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Applying Potential Activities and Products
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Higher levels of Blooms taxonomy Analyzing,
Evaluating, Creating

• Analyzing, Evaluating, Creating in the revised
  model
• Typical keywords might include Modify,
  rearrange, construct, substitute, plan, create,
  explore. moving through to Recommend,
  appraise, defend, judge, evaluate,
  conclude.Resources could include
• Personal notes or audio clips synthesizing key
  arguments, or reference materials
• Collaborative summaries by wireless, SMS or
  mobile blog/wiki.
• Web searches to add value to lecture or to
  dispute points of view.
• Evaluating audio clips or creating audio clip to
  evaluate arguments.
• Creation of a presentation to defend a viewpoint.
  

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Question for Analyzing
(Pohl, Learning to Think, Thinking to Learn, p.
13)
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Analyzing Potential Activities and Products
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Questions for Evaluating
(Pohl, Learning to Think, Thinking to Learn, p.
14)
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Evaluating Potential Activities and Products
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Classroom Roles for Creating
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Questions for Creating
(Pohl, Learning to Think, Thinking to Learn, p.
14)
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Creating Potential Activities and Products
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Creating Products include
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Putting it all to work

• Developing a Range of Thinking Skills
• 3 Examples with multiple activities and
  engagement of Blooms Cognitive levels
• Space
• Travel
• Using audio recordings to create alternative
  learning experiences

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Sample Unit Space
Remembering Cut out space pictures from a magazine. Make a display or a collage. List space words (Alphabet Key). List the names of the planets in our universe. List all the things an astronaut would need for a space journey.
Understanding Make your desk into a spaceship, Make an astronaut for a puppet play. Use it to tell what an astronaut does. Make a model of the planets in our solar system.
Applying Keep a diary of your space adventure (5 days). What sort of instruments would you need to make space music? Make a list of questions you would like to ask an astronaut.
Analyzing Make an application form for a person applying for the job of an astronaut. Compare Galileos telescope to a modern telescope. Distinguish between the Russian and American space programs.
Evaluating Compare the benefits of living on Earth and the moon. You can take three people with you to the moon. Choose and give reasons. Choose a planet you would like to live on- explain why.
Creating Write a newspaper report for the following headline Spaceship out of control. Use the SCAMPER strategy to design a new space suit. Create a game called Space Snap. Prepare a menu for your spaceship crew. Design an advertising program for trips to the moon.
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Sample Unit Travel
Remembering How many ways can you travel from one place to another? List and draw all the ways you know. Describe one of the vehicles from your list, draw a diagram and label the parts. Collect transport pictures from magazines- make a poster with info.
Understanding How do you get from school to home? Explain the method of travel and draw a map. Write a play about a form of modern transport. Explain how you felt the first time you rode a bicycle. Make your desk into a form of transport.
Applying Explain why some vehicles are large and others small. Write a story about the uses of both. Read a story about The Little Red Engine and make up a play about it. Survey 10 other children to see what bikes they ride. Display on a chart or graph.
Analyzing Make a jigsaw puzzle of children using bikes safely. What problems are there with modern forms of transport and their uses- write a report. Use a Venn Diagram to compare boats to planes, or helicopters to bicycles.
Evaluating What changes would you recommend to road rules to prevent traffic accidents? Debate whether we should be able to buy fuel at a cheaper rate. Rate transport from slow to fast etc..
Creating Invent a vehicle. Draw or construct it after careful planning. What sort of transport will there be in twenty years time? Discuss, write about it and report to the class. Write a song about traveling in different forms of transport.
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Example 3 Developing a Range of Thinking Skills

• Using audio recordings to create alternative
  learning experiences
• The examples below show a range of ways audio
  recording and playback can create very varied
  learning experiences at a range of different
  levels on Bloom's taxonomy.
• The accessibility pros and cons vary with the
  pedagogical approach.
• More creative and engaging uses may provide
  motivation.

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Using audio recordings

• Lower levels in Blooms taxonomy An audio
  recording can provide basic material that a
  learner needs
• The learner may store basic notes in audio format
  
• key vocabulary definitions, language phrases etc.
  
• Text based information e.g. handout notes - can
  be transformed to MP3 format using text to speech
  software.
• Audio clips loaded onto a device might include
  background information on different locations.

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Using audio recordings

• Medium levels of Blooms taxonomy
• A learner compares audio files in order to select
  and use the appropriate information e.g.
  language based work or practical work.
• A learner creates own audio clips explaining
  observations or summarizing group discussions.

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Higher levels of Blooms taxonomy

• Learners listen to audio clips and assess them
  for bias or prejudice
• e.g. in humanities or social sciences.
• Learners create audio clips to replicate
  particular styles
• e.g. rhetorical, documentary, propagandist.
• Learners create their own audio clips to
  summarize a series of arguments for or against a
  particular issue.
• With each of these approaches, different factors
  come into play.
• Group based work allows a division of labor that
  may bypass individual accessibility barriers.
• Creating audio recordings may provide benefits
  for dyslexic or motor impaired learners
• compared to note taking but may be inappropriate
  for speech impaired or deaf learners.

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Based on Clark, B. (2002). Growing up
giftedDeveloping the potential of children at
home and at school.Upper Saddle River, NJ
Merrill Prentice Hall.
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2010 Exam Format
Section Item Type of Questions and Weight of Final Score of Questions and Weight of Final Score Time
Section I Multiple Choice 70-75 questions 50 85-90 min.
Part A Listening Short Dialogues Narratives 30-35 questions 20 30-35 min.
Part A Listening Long Dialogues Narratives 30-35 questions 20 30-35 min.
Part B Reading Reading Comprehension 35-40 questions 30 50-60 min.
Section II Free Response Free Response 50 85 min.
Part A Writing Informal Writing 1 prompt (10) 10 mins. 30 Approx. 65 min
Part A Writing Formal Writing (Integrated Skills) 1 prompt (20) 55 mins. 30 Approx. 65 min
Part B Speaking Informal Speaking Simulated Conversation 5-6 response prompts (10) 20 Approx. 20 min.
Part B Speaking Formal Oral Presentation (Integrated Skills) 1 prompt (10) 20 Approx. 20 min.
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• Qs ?

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Multiple Intelligences Today
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What constitutes an intelligence in M.I. Theory?
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Criteria of an Intelligence
Potential Isolation by Brain Damage
The extent to which a particular faculty can be
destroyed or spared in its relative autonomy.
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Criteria of an Intelligence
An Identifiable Core Operation or Set of
Operations
Can the basic information processing function be
isolated and identified in their neurological
form?
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Criteria of an Intelligence
A Distinctive Developmental History Along with a
Definable Set of Expert End-State Performances
Can degrees of expertise be identified throughout
a developmental timeline?
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Criteria of an Intelligence
An Evolutionary History and Evolutionary
Plausibility
An intelligence becomes more plausible if it can
be traced to its evolutionary antecedents.
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Criteria of an Intelligence
The extent to a cognitive test can isolate the
ability.
Support From Experimental Psychological Tasks
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Criteria of an Intelligence
Support From Psychometric Findings
The extent to which a specifically designed test
can support a domain of intelligence.
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Criteria of an Intelligence
Susceptibility to Encoding in a Symbol System
Has a culture been able to harness the raw
capacities to be exploited in a symbolic system?
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The Eight Intelligences

• Each has met the majority of criteria
• Breakdown of cognitive skills with brain damage
• Existence of exceptional populations
• Identifiable core set of operations
• Developmental and Evolutionary History
• Psychometric and Psychological studies
• Susceptible to encoding in a symbol system
• Possibility of additional intelligences
• Technical and accessible terminology

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MIs

• Developing a Mindset
• Intelligence is something you use, rather than
  something you have!
• The emphasis is on how you are smart, not how
  smart you are!

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Spatial Intelligence

• What is it?
• The ability to make a mental picture of thoughts,
  ideas, concepts
• The ability to manipulate images in space

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Spatial Intelligence

• Who demonstrates it?
• Navigators, artists, architects, web-page
  designers, engineers, mechanics, scientific
  researchers, builders, decorators, etc.

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Naturalist Intelligence

• What is it?
• The ability to recognize and classify the
  differences plants, animals, minerals, and
  man-made items

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Naturalist Intelligence

• Who demonstrates it?
• Botanists, zoologists, landscapers, farmers,
  hunters, chefs
• Anyone who organizes or catalogues items

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Interpersonal Intelligence

• What is it?
• The ability to understand the thoughts and
  feelings of others

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Interpersonal Intelligence

• Who demonstrates it?
• Teachers, lawyers, psychologists, preachers,
  salespeople, politicians, advertisers,
  entertainers
• Anyone who lives, works, or interacts with others

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Intrapersonal Intelligence

• What is it?
• An understanding of yourself, of who you are,
  what you can do, what you want to do, how you
  react to things, which things to avoid, and which
  things to gravitate toward

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Intrapersonal Intelligence

• Who demonstrates it?
• Everybody and anybody, when we practice
  introspection
• When we examine our thoughts and feelings

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Musical Intelligence

• What is it?
• The ability to pick up and appreciate aural
  elements, such as those in music, and the
  capacity to work with rimes and rhythms.

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Musical Intelligence

• Who demonstrates it?
• Musicians, music critics, advertisers,
  entertainers, teachers, aerobics instructors,
  dancers, poets
• Anyone who appreciates music

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Linguistic Intelligence

• What is it?
• The ability to use oral or written language to
  express what's on your mind and to understand
  other people.

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Linguistic Intelligence

• Who demonstrates it?
• Writers, preachers, lawyers, teachers,
  entertainers, politicians, journalists, editors,
  students
• Anyone who reads, writes, or speaks!

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Linguistic intelligence

• People who are strong in the language
  intelligence enjoy saying, hearing, and seeing
  words.
• They like telling stories.
• They are motivated by books, records, dramas,
  opportunities for writing.
• Here are ways to work with this intelligence in
  lessons

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Linguistic intelligence

• Look at different kinds of dictionaries.
• Read plays and poetry out loud.
• Write a story for a book or newsletter.
• Keep a journal.
• Read from books written by or for new readers.
• Use a tape recorder to tape stories and write
  them down.
• Trade tall tales, attend story-telling events and
  workshops.

• Read together, i.e., choral reading.
• Read out loud to each other.
• Read a section, then explain what you've read.
• Read pieces with different emotional tones or
  viewpoints one angry, one happy, etc.
• Explore and develop the love of words.

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Logical-Mathematical Intelligence

• What is it?
• A sensitivity towards and a capacity to see
  logical or numerical patterns
• The ability to handle long chains of reasoning

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Logical-Mathematical Intelligence

• Who demonstrates it?
• Scientists, engineers, mathematicians, doctors,
  accountants, contractors
• Anybody who tries to solve challenging problems

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Bodily-Kinesthetic Intelligence

• What is it?
• Ability to control ones body movements with
  expertise and the capacity to handle objects
  skillfully

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Bodily-Kinesthetic Intelligence

• Who demonstrates it?
• Athletes, dancers, carpenters, crafters, actors,
  potters, tailors, physical occupational
  therapists, yoga teachers, inventors

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The Eight Intelligences

• A ninth intelligence?
• Gardner has allowed that there is an existential
  intelligence
• He refers to this as, The intelligence of big
  questions

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The Eight Intelligences

• Intelligence Profiles
• Variable over time
• Affected by
• Attention
• Instruction
• Practice
• Development

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So what are the benefits of using the MI approach?

• Students are turned on to learning!
• Students who may perform poorly on traditional
  tests are turned on to learning
• when classroom experiences incorporate artistic,
  musical, or athletic activities.
• Students are more active participants when we
  provide opportunities for authentic learning
  based on each students needs, interests, and
  talents.
• Students develop increased self-esteem when they
  are able to demonstrate and share strengths and
  gain positive educational experiences.
• Students manage their own learning and begin to
  value their strengths.
• Student understanding increases.
• When students understand their intelligences,
  they begin to manage their own learning and to
  value their individual strength

From Pamela Starkeys article in AP Central
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Intelligences and Technology
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Benefits of using the multiple intelligences
approach?
From Pamela Starkeys article in AP Central
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How does it all fit together?
Multiple Intelligences
Multiple Intelligences
Blooms Revised Taxonomy
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Bloom-Gardner Matrix
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Activities
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Language intelligence Activity
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Logical-Mathematical Intelligence

• Look for a solution to a problem.
• It implies a constant re-reading and pondering of
  its elements

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Spatial Intelligence

• This activity works with the visual imagination
• The student needs to imagine visual clues and
  elements NOT present in the story.
• Each students can contribute personal elements to
  the story

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• Musical Intelligence

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Bloom and Gardner in the AP Spanish Language
Exam Tasks
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2010 Exam Format
Section Item Type of Questions and Weight of Final Score of Questions and Weight of Final Score Time
Section I Multiple Choice 70-75 questions 50 85-90 min.
Part A Listening Short Dialogues Narratives 30-35 questions 20 30-35 min.
Part A Listening Long Dialogues Narratives 30-35 questions 20 30-35 min.
Part B Reading Reading Comprehension 35-40 questions 30 50-60 min.
Section II Free Response Free Response 50 85 min.
Part A Writing Informal Writing 1 prompt (10) 10 mins. 30 Approx. 65 min
Part A Writing Formal Writing (Integrated Skills) 1 prompt (20) 55 mins. 30 Approx. 65 min
Part B Speaking Informal Speaking Simulated Conversation 5-6 response prompts (10) 20 Approx. 20 min.
Part B Speaking Formal Oral Presentation (Integrated Skills) 1 prompt (10) 20 Approx. 20 min.
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Multiple Choice

• Listening Comprehension
• Short Dialogues Narratives
• Long Dialogues Narratives
• Reading Comprehension
• Literary and Journalistic texts
• Sample Questions
• Directions You will now listen to several
  selections. After each one, you will be asked
  some questions about what you have just heard.
  Select the BEST answer to each question from
  among the four choices printed in your test
  booklet and fill in the corresponding oval on the
  answer sheet.

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Free ResponseInterpersonal Writing
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Free ResponsePresentational Writing
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Free ResponsePresentational Writing
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Free ResponseInterpersonal Speaking
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Free ResponsePresentational Speaking
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MI Tools

• How Smart are you? Assessing MI
• Practicing MI
• Resources
• Extending this module
• Please read Exploring "The Theory of Multiple
  Intelligences
• (http//www.accelerated-learning.net/multiple
  .htm)
• Please visit
• The Surfaquarium website (http//surfaquarium.com/
  MI/)

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• Q A

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Bloom Gardner go High-tech

• http//www.youtube.com/watch?vLOltDZgIZVcfeature
  related
• National Educational Technology Standards
• ISTE (International Society for Technology in
  Education)

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Bloom on the Internet

• Bloom's(1956) Revised Taxonomy
• http//rite.ed.qut.edu.au/oz-teachernet/training/b
  loom.html
• An excellent introduction and explanation of the
  revised Taxonomy by Michael Pole on the
  oz-TeacherNet site written for the QSITE Higher
  order Thinking  Skills Online Course 2000. Pohl
  explains the terms and provides a comprehensive
  overview of the sub-categories, along with some
  suggested question starters that aim to evoke
  thinking specific to each level of the taxonomy.
  Suggested potential activities and student
  products are also listed.
• Blooms Revised Taxonomy
• http//coe.sdsu.edu/eet/articles/bloomrev/index.ht
  m
• Another useful site for teachers with useful
  explanations and examples of questions from the
  College of Education at San Diego State
  University.
• Taxonomy of Technology Integration
• http//education.ed.pacificu.edu/aacu/workshop/rec
  oncept2B.html
• This site compiled by the Berglund Center for
  Internet Studies at Pacific University, makes a
  valiant effort towards linking ICT (information
  and communication technologies) to learning via
  Bloom's Revised Taxonomy of Educational
  Objectives (Anderson, et. al., 2001). The
  taxonomy presented on this site is designed to
  represent the varying cognitive processes that
  can be facilitated by the integration of ICT into
  the teaching and learning process.
• Critical and Creative Thinking - Bloom's Taxonomy
•  http//eduscapes.com/tap/topic69.htm
•  Part of Eduscape.com, this site includes a
  definitive overview of critical and creative
  thinking as well as how Blooms domains of
  learning can be reflected in technology-rich
  projects. Many other links to Internet resources
  to support Blooms Taxonomy, as well as research
  and papers on Thinking Skills. Well worth a look.

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Bloom on the Internet

• http//www.tedi.uq.edu.au/Assess/Assessment/bloomt
  ax.html
•  http//www.acps.k12.va.us/hammond/readstrat/Bloom
  sTaxonomy2.html
•  http//www.teachers.ash.org.au/researchskills/dal
  ton.htm
•  http//www.officeport.com/edu/blooms.htm
•  http//www.quia.com/fc/90134.html
•  http//www.utexas.edu/student/utlc/handouts/1414.
  html Model questions and keywords
•  http//schools.sd68.bc.ca/webquests/blooms.htm
•  http//www.coun.uvic.ca/learn/program/hndouts/blo
  om.html
•  http//caribou.cc.trincoll.edu/depts_educ/Resourc
  es/Bloom.htm
•  http//www.kent.wednet.edu/KSD/MA/resources/bloom
  s/teachers_blooms.html
•  http//www.hcc.hawaii.edu/intranet/committees/Fac
  DevCom/guidebk/teachtip/questype.htm
•  http//www.nexus.edu.au/teachstud/gat/painter.htm
  Questioning Techniques that includes reference
  to Blooms Taxonomy.
•  http//scs.une.edu.au/TalentEd/EdSupport/Snugglep
  ot.htm
• http//online.umwblogs.org/2008/08/27/bloom-gardne
  r-gliffy-reflection/
• http//www.kurwongbss.eq.edu.au/thinking/Bloom/blo
  oms.htm
• http//www.teachers.ash.org.au/researchskills/matr
  ix.htm
• http//office.microsoft.com/en-us/templates/TC3000
  05771033.aspx?AxInstalled1c0

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Printed Resources

• Bloom B. S. (1956). Taxonomy of Educational
  Objectives, Handbook I The Cognitive Domain. New
  York David McKay Co Inc.
• Clements, D. C. Gilliland and P. Holko. (1992).
  Thinking in Themes An Approach Through the
  Learning Centre. Melbourne Oxford University
  Press.
• Crawford, Jean (ed.) (1991). Achieveing
  Excellence Units of Work for levels P-8.
  Carlton South, Vic. Education Shop, Ministry of
  Education and Training, Victoria.
• Crosby, N. and E. Martin. (1981). Dont Teach!
  Let Me Learn. Book 3. Cheltenham, Vic. Hawker
  Brownlow.
• Dalton, Joan. (1986). Extending Childrens
  Special Abilities Strategies for Primary
  Classrooms. Victoria Department of School
  Education, Victoria.
• Dave, R. H. (1975). Developing and Writing
  Behavioural Objectives. (R J Armstrong, ed.)
  Educational Innovators Press.
• Forte, Imogene and S. Schurr. (1997). The All-New
  Science Mind Stretchers Interdisciplinary Units
  to Teach Science Concepts and Strengthen Thinking
  Skills. Cheltenham, Vic. Hawker Brownlow.
• Fogarty, R. (1997). Problem-based learning and
  other curriculum models for the multiple
  intelligences classroom. Arlington Heights, IL
  IRI/Skylight Training and Publishing, Inc.
• Frangenheim, E. (1998). Reflections on Classroom
  Thinking Strategies. Loganholme Rodin
  Educational Consultancy.

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Printed Resources

• Harrow, Anita (1972) A taxonomy of psychomotor
  domain a guide for developing behavioral
  objectives. New York David McKay.
• Knight, BA., S. Bailey, W. Wearne and D. Brown.
  (1999). Blooms Multiple Intelligences Themes
  and Activities.
• Krathwohl, D. R., Bloom, B. S., Masia, B. B.
  (1973). Taxonomy of Educational Objectives, the
  Classification of Educational Goals. Handbook II
  Affective Domain. New York David McKay Co., Inc.
  
• McGrath, H and T. Noble. (1995). Seven Ways at
  Once Units of Work Based on the Seven
  Intelligences. Book 1. South Melbourne
  Longman.
• Pohl, Michael. (2000). Learning to Think,
  Thinking to Learn Models and Strategies to
  Develop a Classroom Culture of Thinking.
  Cheltenham, Vic. Hawker Brownlow.
• Pohl, M. (2000). Teaching Complex Thinking
  Critical, Creative, Caring. Cheltenham, Vic.
  Hawker Brownlow.
• Pohl, Michael. (1997). Teaching Thinking Skills
  in the Primary Years A Whole School Approach.
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• Pohl, Michael. (2000). Learning to Think,
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