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Benjamin Bloom (1956) developed a classification of levels of intellectual behavior in learning.This taxonomy contained three overlapping domains: the cognitive, psychomotor, and affective.It involves the skills of flexibility, originality, fluency, elaboration, brainstorming, modification, imagery, associative thinking, attribute listing, metaphorical thinking, forced relationships.
Mission: Critical from San Jose State University - This website provides an advanced look at critical thinking and specifically analysis of arguments and persuasion.
Evaluating Primary Sources from Library of Congress's American Memory - This website does a great job providing an example of using Bloom's Taxonomy for evaluating primary resource materials. Osborne - This page links to great resources on creative thinking.
What's Bloom's taxonomy and how is it helpful in project planning?
How are the domains of learning reflected in technology-rich projects?
We also know that, in order to develop these critical and creative thinking skills as thinking habits, students must engage in these kinds of thinking activities frequently, in meaningful, appropriate contexts. Are gifted students being given opportunities for exploring ideas and developing skills of critical analysis, evaluation, and creativity in classrooms today?
Critical And Creative Thinking Definition
Not so much, according to a study reported in Newsweek (2010) by Bronson and Merryman.
The findings of this study indicate a significant decline of creativity among American students in recent decades, which the authors describe as a “creativity crisis.” They attribute this decline to overemphasis on standardization in curriculum, instruction, and assessment in American schools—with emphasis on acquisition of information, facts and details, and finding “the right answer” rather than critical analysis and evaluation of content or creative exploration of ideas and innovative thinking.
The answer to this crisis, they say, is teaching critical and creative thinking skills in context of content instruction.
Data become meaningful only when individuals perform certain mental operations on those data." (Taba, 1971, pp.
240–241) We recognize the need for gifted learners to develop and practice higher-order critical and creative thinking skills that go beyond fundamental acquisition of information.