Identify Thinking Skills

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The article, “ Identifying Thinking Skills for Instruction in Your Classroom,” written by Deborah E. Burns, addresses and explains the taxonomy of Thinking Skills by focusing on the four major thinking skill categories, including: Analytical Reasoning Skills, Critical Thinking Skills, Organizational Thinking Skills, and Creative Thinking Skills. In the article, Burns explains the purpose of the taxonomy was to identify, “thinking skills that were most frequently addressed in the professional literature and within the various thinking skills programs and materials” (Burns D.E., 1993). Burns uses the article to provide strategies and examples in order for educators to successfully implement the taxonomy and thinking skills in different classroom…show more content…
Burns addresses the four major thinking skills categories, Analytical Reasoning Skills, Critical Thinking Skills, Organizational Thinking Skills, and Creative Thinking Skills. She defines each thinking skill, providing in depth explanations of each, while also providing how the skill is implemented best and explaining what type of learning patterns prove to be most efficient when meeting a students’ or a group of students’ needs. She reminds readers that it is significant to first identify the thinking skills needed for specific curriculum, content, and developmental levels. Burns states, “To identify which of these thinking skills are most relevant for a specific learner or group of learners, teachers must view the taxonomy as a menu from which to select the most relevant skills” (1993). The article also offers sub- categories to each major category to help the reader to see which skills are used within the taxonomy. However, the author informs readers that this taxonomy may not be suitable for all students, so it is important to use the criteria provided before deciding to implement the thinking skills, as it may not always be conducive to…show more content…
Many of the activities provided would be easy to implement through the use of assignments, projects, and tests. In my own classroom, with such a diverse group of learners, I could see this being very successful as I could use different categories to differentiate lessons, provide extension activities, and meet the needs of all of my learners. I think the author does a great job of explaining the different categories and providing information of how to successfully implement them. I really liked that the article included the different sub-categories enabling the readers to see what kind of activities would activate those particular thinking

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