I love thinking skills. I find the brain and its machinations fascinating.
There. I’ve said it. I’m a bit of a brain geek! That’s probably no bad thing, being in education, as the brain is after all the tool of my trade.
I’ve used Bloom’s Taxonomy of thinking skills for a long time (it was a fundamental part of my planning process when I first came to New Zealand fourteen years ago) and have been a certified Trainer of Teachers using Hyerle’s Thinking Maps for around ten years.
So when I saw a nice infographic on Twitter the other day, revisiting the revised Bloom’s Taxonomy, I could quickly see the links where the Thinking Maps could go. I’ve put my own version of the infographic together, for those of us who are coming to these ideas for the first time.
Here it is:
and here is a link to the pdf version:
blooms – thinking maps cheat sheet
If you are interested, have a query, would like a workshop around these ideas or generally want to offer some other ways the two structures fit together, please feel free to leave a comment for us.
These are such important personal attributes to have, and yet we seem to find it difficult to create the right environment for children to learn them.
Edutopia has created a document which collects links and resources to help classroom teachers bring back these essential characteristics, and it is timely that we give consideration to these things as we are about to embark on another year in the classroom.
Let us know which are particularly useful to you in your practice, or feel free to direct us to others that may be missing from the list.
Formative assessment doesn’t need to mean giving a test. This list (from Edutopia) has some creative and fun ways to check that a child understanding the concepts or content being taught. Many of them can be adapted for collaborative work, which is a double-bonus as it increases their oral language opportunities to explain and justify with their partner.
Check out the list at
This is an easy and effective analogy to identify the purpose of different assessments. Remember that the chef should taste the soup frequently, in order to adjust the seasoning, but only in small amounts!