Friday, September 5, 2014

Cognitive targets

I found a book on my desk today called Teacher as Architect, and have been dipping into it this evening.  The first couple of chapters are a great review of the changes from Agricultural to Industrial to Information to Conceptual Age and of the various learning theories about thinking and acquiring knowledge.  There are many frameworks and models of thinking (Bloom's, Marzano's Gardner's etc) and this new one is an attempt to classify the cognitive skills students need in the 21st century.  It's an interesting one, and while the graphic in the book is that of a bullseye target, I've decided to try to represent it in a different way as the goal is not to hit the centre every time.

Retrieving:  the simplest form of cognition which involves retention and recalling knowledge from memory.  This used to be an important skill, but with new technologies it isn't as necessary or important as it once was.
Comprehending:  transferring knowledge, our ability to understand something.
Analyzing:  a more complex form of thinking that breaks down knowledge into components to determine relationships, structure and/or purpose.
Reasoning:  drawing conclusions and making judgements based on evidence, facts or criteria.
Creating:  making, inventing or producing something new - at one time considered the highest form of mental functioning.  
Metacognition:  being aware of and monitoring one's own thinking and learning.  Today's students must be metacognitive thinkers and need to be given opportunities to reflect on key concepts and big ideas.
Self-actualization:  the process of understanding oneself.  

I'm enjoying reading this book and certainly looking forward to learning more about this approach to the development of 21st century skills in today's Conceptual Age.

No comments:

Post a Comment