Developing Confident Lifelong Learners

The second outcome named in the new GSL mission statement is to develop confident lifelong learners. Seems to me this has many separate parts:

How does one develop confidence?

How do we engender learning for one's whole life?

How does one learn to learn?

How does one instruct the skills of learning?

Then, there are the institutional issues:

How do I develop a lifelong learner in my classroom? in our division? at our school?


If each individual, each division, and the school are to perform on this mission promise, it will be by paying attention and acting with intention. So, what are the steps in that?

Confidence, Efficacy, and Self-Reliance

Confidence is a sense of knowing you can prevail over a challenge or a struggle. One develops this sense of knowing (one's confidence) by having positive experiences of overcoming challenge, difficulty, and struggle. One becomes confident as one connects effort to mastery. Confidence is a mindset.

How does a child develop confidence at various ages?

What is a parent's role in challenge and confidence?

What is a teacher's role in challenge and confidence?

Are our assessments effective in creating confidence, efficacy, and learning motivation?

How can school best be structured and design to offer a variety of challenge learning?


Pitfalls to avoid:

Criticism, which is different from guidance

Cynicism

Overprotection and rescuing

Lack of feedback and reflection

Confidence builders:

an awareness of strengths, personality, and other self-knowledge

ability to analyze a situation and develop a sense of where to start

knowing how to learn and develop, deliberative practice

honest support of a community

praise of effort and process

willingness and ability to see mistakes as necessary part of learning process

Some related reading:

Psychological Resilience
Positive Psychology 
Maslow and Esteem
Self-Efficacy

Learning about Learning

Education psychologist J. H. Flavell first used the word metacognition.  He describes it in these words:

"Metacognition refers to one’s knowledge concerning one’s own cognitive processes or anything related to them, e.g., the learning-relevant properties of information or data. For example, I am engaging in metacognition if I notice that I am having more trouble learning A than B; if it strikes me that I should double check C before accepting it as fact."

 

In plainer words, metacognition is knowing about how you learn, having reliable learning strategies and skills, and knowing when to use each for maximum performance. 

 

For one to be a lifelong learner, he or she must be a knowledgeable and expert learner, and he or she must be motivated to learn i.e. curious.

How do I learn best, most effectively?

What are my learning tools?

Am I curious and motivated to learn?

Does my environment support my individual learning style and needs as well as my curiosity?

What is in the way of my learning?

What do I need to learn? Why?

Metacognition:  An Overview

About Metacognition

Curiosity

The important thing is not to stop questioning… Never lose a holy curiosity.                                            - Albert Einstein

Curiosity, imagination, and creativity are often cited as qualities of genius. These are qualities of active and inquiring minds. These are qualities of wonder, which children are born with, not in limited form, but in a driving and motivating form that helps them develop and learn, on their own.  Buckminster Fuller shared the idea that all children were born geniuses, and that it was the process of schooling that de-geniused them.  Picasso described his aim in life as trying to recover his childlike wonder and vision, that unbridled curiosity that drives young children's chorus: why? why? tell me why? Curiosity is a trait of a growth mindset.

Curious people ask questions.
Curious people believe they have the ability to listen, understand, make connections, and learn.
Curious people are open and attentive.
Curious people are driven by wonder and intellectual yearning.
Curious people are good observers and good at connecting ideas.
Curious people are more likely to be optimistic and feel empowered to contribute.
Curious people are lifelong learners.

Is school set up to engender and develop curiosity?
Can you learn without being curious - i.e. "doing school"?
Can you lose and regain curiosity?
Can an non-curious teacher create a learning environment that fosters curiosity?
What are we curious about and how are we developing that curiosity?




Related reading:
Life Hack and Why Curiosity is Important
The Power of Curiosity

Assessing Lifelong Learning

 How will we measure and assess confident lifelong learning?

How will we determine, create, and model the right inputs?

How will we talk about developing lifelong learning and the proof in ourselves, our students, our institution, and our community as a result of our efforts?

What does confident lifelong learning look like? What are the attitudes and behaviors manifested?

What must be existence and true on a daily basis for our vision of what lifelong learning looks like to come true?

How do we shift from where we are today to making that vision come true?

Discussing Our Mission

The new mission statement:

Grace St. Luke's Episcopal School

prepares

boys and girls

to become

creative problems solvers,

confident lifelong learners,

and 

responsible citizens 

in their communities and the world.

 - approved by the Board of Trustees, May 2010

In our three professional learning conversations this year, we will discuss practical implications, challenges, opportunities, questions, and concerns stemming from the new mission statement. Each session will be devoted to discussion of the three stated student outcomes of the mission statement.

Wednesday, September 22nd
Creative Problem Solvers

Wednesday, January 19 
Confident Lifelong Learners

Wednesday,  April 20th
Responsible citizens in their communities and the world

Creative Problem Solvers

Creative problem-solving is the process of developing a solution to a problem for which there is not pre-determined right answer. There are many parts to this process, all of which can be taught for mastery. Some of the steps are identification of the problem, exposure of the assumptions that underpin our understanding of the problem, generating solution needs, gathering necessary information needed to develop a solution, solution creation and communication.
 
Creative problem-solving is grounded in higher order thinking skills and synthesis of information rather than matching an answer to a problem that is given.

Creative problem-solving always requires creativity. Creativity is to be understood in this way as generating new - new perspective, new use of information, new combination of information. Creativity is the act of creating or developing.

One cannot be creative in solving a problem for which there is one well-known and expected right answer.

Teaching in the 21st Century: Why Creativity Now by Ken Robinson

Creativity is a process that involves critical thinking and critical judgment as well as imaginative insights. The societal challenges we face currently are without precedent in history. Students that are in school today will have the responsibility to solve these overbearing problems of our society: poverty in the world, economic disparities, social unrest and conflict, limited global resources to name a few.

Our Creativity Crisis

Over the summer, two articles about the importance of creativity and developing disciplines thinking skills were published. Both are worth reading because they add to the conversations that are ongoing in education about teaching 21st century skills.

Newsweek:  The Creativity Crisis by Po Bronson and Ashley Merryman

Fast Company:  The Most Important Quality for CEOs? Creativity

How Creative Are You?

 Newsweek slideshow:  How Creative are You?

This slideshow offers a few completed tests of the Torrance Test of Creative Thinking (TTCT).  The Torrance Test of Creative Thinking (TTCT) purports to measure one's ability to build on ideas, have original ideas, to use a varied perspective like seeing an object from a different angle. Although the test is visual and based in drawing, it is not a measure of artistic ability.

The TTCT is a 90 minutes test and has three parts:

1. Thinking Creatively with Pictures measures creative thinking using three picture-based exercises to assess five mental characteristics: fluency, originality, elaboration, abstractness of titles, and resistance to closure.

2. The Figural TTCT contains abstract pictures and the examinee is requested to state what the image might be. 

3. The Verbal  TTCT:  contains presents the examinee with a situation and gives the examinee the opportunity to ask questions, to improve products, and to “just suppose.” 

The TTCT is normed for age 5+.

Points are deducted from the score for responses that are very common and points are awarded for originality.

Teaching (Math) Creatively

Dan Meyer is a high school math teacher who spoke at TEDxNYed 2010. Dan says that the way we teach math is not preparing our students to expect and know how to solve complex problems because we teach right answer learning, not necessarily thinking.  His talk is quite convincing.  If we want problem solvers, we need to prepare them by giving them the necessary motivation and skills: perseverance, reasoning, relevance, initiative, problem formulation, confidence, creative and imaginative thinking.  Dan is talking about math, but really his ideas about how and what we teach applies to all subjects and all ages.

What can Students Do?

What can students do?  The answer to this question lies in what you believe about the process of education and the role of the student.  Reggio thought gets at this issue by articulating their vision of the child as genius and capable. This is in contrast to the mechanistic view of education that we have inherited from the Industrial Age which seems the child more as a blank slate to which we must rigorously add consistent, compatible and uniform inputs, like building a car or any assembled item on a production line.

If you believe children are already genius and subscribe to the idea that they need facilitators to define the path and be ready to help find knowledge and resource as needed, then you will offer students a wholly different learning environment and learning experience, one that is potentially problem-solving oriented, process-oriented, entrepreneurial and focused on skills and thinking development more so than content kill and drill.

What can students do?  This video is from one of Tina Seelig's classes on entrepreneurialism at Stanford. These student are just a little older than middle school or high school students, but what they can do is nothing short of change the world.   High school students, middle school students, and younger kids can as well....., that is, if we let them; if we help them, if we provide the proving grounds.


Do Bands



Adora Svitak:  What Adults Can Learn From Kids



Change the World in 5 Minutes - Everyday at School

Previous Professional Learning Conversations

School Year 2009 - 2010
The Global Achievement Gap by Tony Wagner, 21st century survival skills

Making Learning Whole by David Perkins, teaching for understanding: "It's about the learning!"

Blooms 3.0, technology is an essential tool.


Disrupting Class:  How Disruptive Innovation Will Change How the World Learns by Clayton Christensen, Michael Horn, and Curtis Johnson:  Learning as we know it, is obsolete.


Immunity to Change by Robert Kegan and Lisa Lahey, why we don't do what we say is needed.


Drive: The Surprising Truth About What Motivates Us by Daniel Pink, understanding motivation.

School Year 2008 - 2009 
The World is Flat by Thomas Friedman, and the changed world is changing education

A Whole New Mind: Why Right-brainers Will Rule The Future by Daniel Pink; is a whole new school needed?

Out of Our Minds by Sir Ken Robinson:  are schools killing creativity?

Five Minds for the Future by Dr. Howard Gardner: varied learners and strengths focus

"Digital Native, Digital Immigrants" by Marc Prensky

What is Your Learning Story? -- setting a path forward that helps us stay ahead

School Year 2007 - 2008
The Price of Privilege: How Parental Pressure and Material Advantage are Creating A Generation of Unhappy and Disconnected Children by Madeline Levine

Mindset: The New Psychology of Success by Carol S. Dweck

Totally Wired: What Tweens and Teens Are Really Doing Online by Anastasia Goodstein

The Path to Purpose:  Helping Our Children Find Their Calling in Life by William Damon


Your Child's Strength: Discover Them, Develop Them, Use Them by Jenifer Fox

Other:
Not Much Just Chillin':  The Hidden Lives of Middle Schoolers by Linda Perlstein

Dan Pink Bio

A free agent himself, Dan Pink says he "held his last real job in the White House," where he served from 1995 to 1997 as chief speechwriter to Vice President Al Gore. He also worked as an aide to U.S. Labor Secretary Robert Reich and in other positions in politics and government.

Pink's articles on business and technology appear in many publications, including the New York Times, Harvard Business Review, Fast Company, and Wired, where he is a contributing editor. He has provided analysis of business trends on CNN, CNBC, ABC, NPR, and other networks in the U.S. and abroad. He also lectures to corporations, associations, and universities around the world on economic transformation and the new workplace.

Pink earned a BA, with honors, from Northwestern University, where he was elected to Phi Beta Kappa, and a JD from Yale Law School. To his lasting joy, he has never practiced law. He lives in Washington, DC, with his wife and their three children.

Drive: The Surprising Truth About What Motivates Us

In February of 2010, Daniel Pink published his fourth book about work. Here is a brief outline of his work treatises:

1) 2002 - Free Agent Nation: The Future of Working for Yourself  
This book looks at the rise of the individual entrepreneur, the creative, the "free agent" who seeks to do meaningful work for himself and rejects the structure and limitations of the corporate enterprise. Technology has reached the point that an individual can produce and connect like never before and compete with larger enterprises.

2)  2006 - A Whole New Mind: Why Right Brainers Will Rule the Future 
This book identifies the 6 new skills will define those that are irreplaceable in organizations of the future: story, empathy, sympathy, meaning, design, play.  This book was a breakout success in the independent school world as its ideas converged with a shifting in the conversation about how we are educating our students for a whole new technology driven "wiki world" that requires less content knowledge and more thinking skills and abilities. How are we in our schools fostering right brain skills?

3) 2008 - The Adventures of Johnny Bunko: The Last Career Guide You'll Ever Need
This book targeted the in college and recently graduated young adults to inspire them to jump headlong into the new world of work despite having been educated and indoctrinated by very conventional educational institutions.  There are 6 big ideas: 
1) There is no plan.  Learn as you go - lifelong learning
2) Think Strengths, not weaknesses.  Discover and make your strengths a competitive advantage.
3) It's not about you.  It's about empathy for your client.
4) Persistence trumps talent every time. Have a growth mindset
5) Make excellent mistakes. Learning is hands on.
6)  Leave an Imprint. Have a large, transformative purpose.


4) 2010 - Drive:  The Surprising Truth About What Motivates You
Drive is based on the premise that the factory model organization for the industrial age with its systems, structures, and motivation assumptions will not yield the inspiring, creative, innovative work environments that we need in today's culture.  The old Motivation 2.0 way of sticks and carrots (rewards and punishments), Pink argues, is actually a factor in perpetuating the sluggish status quo organization that keeps plugging along while the world changes around them.  

Motivation 3.0 is about three main ideas:  autonomy, mastery, purpose:

autonomy - self direction and trusted environments are fulfilling and motivating;
mastery - we need authentic feedback and challenges that match our skills and interests;
purpose - a sense of creating and impacting something larger than ourselves.

For schools, Drive can be used to think about three big areas:

an individual's personal performance and engagement;
an team or division's structures and systems and the motivation tools used as we strive to reach goals;
the classroom and the environment that the teacher creates  and manages for the learner.

Dan Pink at TED

The Science about what motivates us.

Finding Your Purpose

What is your sentence?

Daniel Pink asserts in his new book Drive:  The Surprising Truth About What Motivates Us that asking yourself two questions each and every day is a great discipline to becoming motivated and reflective about your own performance.

The first question of what is your sentence? (fill in the blank "________________________") asks us to think about our purpose, our legacy, our individual mission.  If we know what we are about and what we are working so hard to do everyday for ourselves, our family, our community and our world, then we should be able to express it as validation and aspiration in a single sentence.  This sentence becomes a powerful reminder of our mission and the legacy we are striving to create.

The genesis of the one sentence idea come from Clare Luce Booth's statement to President Kennedy that every great man is a sentence. Why? Because it focuses his energy, his efforts, his aspirations.  Bill Taylor, who blogs for Harvard Business Review, extends the one sentence challenge to companies in his article What's Your Company's Sentence?

The second sentence that Dan Pink recommends that we use, like a one-two punch combo, is was I better today than yesterday? Success at anything, personal or professional, takes intention, diligence, and discipline.  Improvement is incremental.  Each day is a part of the journey and it is through self-observation and self-reflexive objective feedback that we are able to chart our course.

Pink writes extensively about people not getting enough feedback, on the job and off. Annual professional reviews are hardly great sources of information that we are motivated to act on. Think of a professional athlete. They get feedback from their coach and from their own highly developed mechanism of self-awareness and self-observation with each attempt. Pink asserts that professionals on the job would not only benefit from more frequent and meaningful feedback but that they would be more motivated to act upon the feedback and adjust their actions.

Watch this vimeo to hear Dan Pink's story of the two questions.

Two questions that can change your life from Daniel Pink on Vimeo.

What's your sentence?

Inspiring and Motivating a Group

What makes a workplace engaging, healthy, fulfilling, and productive? This is one of the questions that Dan Pink addresses in Drive. The old industrial age thinking is that rewards motivate us and punishment encourages us to behave right.  Pink suggests that rewards and punishment work in the short term and for routine, tedious tasks that are quantifiable and measurable like stuffing envelopes on a tight deadline, paying per envelope is a good incentive.  But, Pink says, that sort of incentive does nothing to inspire and motivate creative, innovative thinking and problem-solving which is a huge part of most organizations these days, schools included, as we adapt to this very changed work environment with very shifted education outcomes.

So, what motivates and inspires creative problem solving? Below are a few suggestions from Dan Pink's Drive.


1) Google's 20% Time or Fedex Days
Having the time to focus and work uninterrupted on something that interests you, whose work you can direct the pace and depth of, that is meaningful and important.  Many of Google's innovative products and services have come from the autonomous work of their engineers during 20% time where they spent 20% of their work time of a project of interest to them.  Another version is Fedex days where everyone in the organization has to deliver something for the good of the whole overnight, they can choose the project scope, whom they would like to work with, how to present the results using the constraints of time and budget imposed by the company. This is a terrific way to get everyone focused on the whole and sharing the responsibility for innovation and improvement.


2) Peer to Peer Bonuses
Recognition and validation for good work is a huge motivator. One firm Pink highlights in Drive has authorized the whole team to give any co-worker a $50 bonus on the spot for work that is remarkable and exceptional.  There is great meaning and sense of reward in one's work being noticed and revered by peers who are more trusted and considered more authentic than management.


3) What's our company's one sentence and how are we doing at that?
One thing that should characterize an good independent schools is that there mission is relevant, actionable, and transformative. And, that each person and each division in the environment strives to live that mission.  So, being mission-driven could provide a unifying sense of purpose, a specific plan and focus for mastery, as well as opportunities for autonomy and creativity.

Motivation: Whose Responsibility is it?

One of the questions that Dan Pink raises in Drive is whose responsibility is it to motivate me - me or my boss? Really the answer is that the individual should seek to use the aspects Motivation 3.0 to become more excited and engaged in their work AND that the organization should seek to create, reinforce, and support an exciting, fulfilling, creative, motivating work environment with its structures, systems, aesthetics, and policies.

Unlike Motivation 2.0 where the system is structured around fear and scarcity, perform or be punished, Motivation 3.0 is about the mutual alignment of the individual becoming fulfilled and self-actualized as well as the aims of the organization reached in the process.


Here are some ways that Dan Pink suggested that an individual might increase their own motivation:

1)  What's your sentence?
Develop your one sentence purpose statement that is transformative and gives meaning to your daily effort; gauge your own mastery and fulfillment of this purpose each day.


2)  Take your own Flow reading.
Stanford psychologist Mihalyi  Csikszentmihalyi quantified and writes about the concept of "flow" where one is so focused and deep in thought about an idea or activity that you lose all sense of time. This is a feeling when your effort is so enjoyable and meaningful that you work without knowledge of the time passing. Developing knowledge of what circumstances and areas of interest give you flow or  that feeling such that your skills are matched with the challenge at hand and you want to work endlessly in that arena will allow you to self-direct your projects, your assignments and responsibilities, and your daily rhythms to enhance the feeling of flow. If your environment and work never offer you a sense of flow, maybe you are in the wrong line of work.


3)  DIY Performance Reviews.
It is common, standard practice in organizations to have performance reviews.  Most are not helpful because the employee has little to no interest or say in what is review, how, when, where, etc.  Pink suggests that if you are truly interested and desiring and mastering your field, set your own goals because you want to not because you have to, and make your own strategic plan for mastery, routinely give yourself helpful, honest feedback and write each month your own performance review of your own effort, work ethic, feedback system, etc etc.  He even suggests, if you are serious about this, to solicit others' opinions willingly about your performance.


4) Two important questions.
Similar to the exercise to develop your own sense of purpose, Pink suggests using Alan Webber's guiding questions to develop a higher sense of purpose.  Alan Webber was the co-founder of Fast Company magazine and author of the recent book Rules of Thumb. Webber suggests two questions for an individual looking to be fulfilled, inspired, and sustained over a long career. The two questions are:

What gets you up in the morning?

What keeps you up at night?

Webber suggests writing out one sentence answers to these two questions over a period of days or weeks until you hit upon two one sentence answers that offer you clarity about what you do each day and why, in effect becoming beacons of purpose.

Motivating Students

The question of motivating students is really about developing intrinsic motivation and a desire to learn and engage in practice v. creating an environment where students are motivated by external rewards like stickers, privileges, grades, money.  Pink suggests that external rewards can be effective for some tasks that are routine and easily defined and measured for the short term but actually external motivation can also intimidate a child from taking risks and reaching for hard tasks. 

Pink's ideas are grounded in Carol Dweck's work about the difference between fixed mindset and growth mindset.  A child with a belief that intelligence if a fixed entity and that hard work is not necessary if you are smart will stop working toward mastery because lack of high performance might symbolize lack of intelligence and acceptance. Where are a child that believes hard work results in better performances will be internally motivated to work hard to achieve and grow over a sustained period of time.

Pink offers some interesting ideas to motivate students:


1)  Scrutinize homework for autonomy, mastery, purpose. Ask these questions:

Am I offering students any choice and self direction opportunity in how, when, with whom to do this work?

Does this assignment promote mastery or is it repeating something we know how to do?

Do my students understand the big picture purpose of this assignment?

2) Have Fedex Days for students.

Set aside a large block of time for students to identify and solve a problem that is important to the classroom or school environment. Let them chose the what, when, where, and how and deliver results in a public forum. Lots of 21st century skills would be required and reinforced for this project like collaboration, teaming, entrepreneurialism, critical thinking, communication, initiative, etc, etc.

3) Try DIY report cards.

Guide students in the process for identifying a goal, making a plan, working the plan, gauging process, gathering feedback and adjusting.  While this is an important strategic learning thinking process, it is also an important life skill.

4) Reinforce a growth mindset. Model a growth mindset.

Praise effort and strategy, not intelligence or outcome.

Make praise specific.

Praise in private.

Offer praise only when there's good reason for it, when something is exceptional.

5) Turn students into teachers.

Give students a learning objective while teaching a lesson and then let them direct the specifics. One of the best ways to accomplish mastery is to try to teach it. It would be ideal if a student could combine this experience with an area of interest or passion and then you might be able to expose a kid to the feeling of flow as he engages in teaching something he is already motivated about.

Robert Kegan and Lisa Lahey

Robert Kegan is the William and Miriam Meehan Professor in Adult Learning and Professional Development at Harvard University. Additionally he is the Educational Chair for the Institute for Management and Leadership in Education and the Co-director for the Change Leadership Group. Kegan is a psychologist who teaches, researches, writes, and consults about adult development, adult learning, and professional development. His work explores the possibility and necessity of ongoing psychological transformation in adulthood. He is also interested in the fit between adult capacities and the hidden demands of modern life, and when there is a gap, how adults can best traverse that gap. In addition to his faculty appointment, Kegan serves as educational chair of the Institute for Management and Leadership in Education; as co-director of a joint program with the Harvard Medical School to bring principles of adult learning to the reform of medical education; and as co-director of the Change Leadership Group, a program for the training of change leadership coaches.

Lisa Lahey is associate director of the Change Leadership Group at the Graduate School of Education at Harvard and co-founder and do-director of Minds At Work. An expert in adult development and an experienced practicing psychologist and educator, she works with leaders and leadership teams in both for-profit and not-for-profit organizations. With a doctorate from Harvard in developmental psychology, she combines her expertise of individual development with a deep knowledge of organizational psychology and teamwork. Her work focuses on the interconnection between these two arenas of change, with the goal of helping teams and groups to support individuals’ development and for individuals to enable teams to perform optimally. She specializes in helping adults close the gap between their good intentions and intended results by focusing on expanding mindsets and behavior options.

Kegan and Lahey are the authors of:

Immunity to Change: How to Overcome it and Unlock Potential in Yourself and your Organization (2009)
Change Leadership: A Practical Guide to Transforming Our Schools” (2006)
How The Way We Talk Can Change the Way We Work (2001)

Immunity to Change

Immunity to Change:  How to Overcome It and Unlock the Potential in Yourself and Your Organization, published in January of 2009.


As adult learning experts, Kegan and Lahey are intrigued by why adults don't adapt to conditions that are necessary or even life enhancing. Situations that don't seems rational include the smoker who continues to smoke despite health issues, or the heart patient that refuses to change their lifestyle, or why people are so unsuccessful in changing their diet permanently?

The answer, they conclude, is that change is difficult, especially for adults who have invested many years in developing coping behaviors and underlying beliefs that actually compete with the new behavior that is needed.  In Immunity to Change Kegan and Lahey discuss the steps necessary for adults individual and teams in organizations to discover what hidden commitments keep them locked in their habitual ways of thinking and behaving, keeping them immune to change.

Successful adaptation or change for adults (individuals and whole teams) begins with discovering the hidden or competing commitments and the set of beliefs (mindset) that keeps those behaviors strongly locked in place.  Only by changing the mindset can individuals or teams make progress in adapting new behaviors.

This book is important to independent school audiences because it is a detailed and pragmatic companion work to Mindset: The New Psychology of Success by Carol Dweck and because of the many, many schools seeking to achieve growth and adaptive change in their cultures.

Bloom's Taxonomy - Learning In Action

Benjamin S. Bloom (1913 – 1999) was an American education psychologist who is best known for his mastery learning theory. Bloom received his bachelor's and master's degrees from Penn State University and a Ph. D. in education from the University of Chicago. In addition to serving as professor at the University of Chicago, Bloom advised the ministeries of education in foreign nations like Israel and India.

His basic theory of mastery learning is that learning objectives could be organized according to their cognitive complexity. His interest was in providing teachers a tool not only for assessment but for creating successful learning sequences in their lessons.

Bloom published his taxonomy in the 50's and it has been revised many times over the years. It is interesting to note that Benjamin Bloom, never used a pyramid to illustrate his taxonomy.

Bloom's Pyramid

Now we see Bloom's in a more familiar representation, the pyramid. The idea behind learning taxonomies or classifications systems is that there is a hierarchical ladder of learning processes that one proceeds through. Higher order thinking would be those cognitive processes near the top of the pyramid which theoretically require base level knowledge and understanding. In Bloom's taxonomy, for example, skills involving analysis, evaluation and synthesis (creation of new knowledge) are thought to be of a higher order, requiring different learning and teaching methods, than the learning of facts and concepts.

Another Visual Bloom's

This is another visual representation of Bloom's found on the wikispace Edorigami. Andrew Churches is the organizer of this wiki and can tell you an amazing amount of information about Bloom's then and now. The advantage of looking at Bloom's in this way is the idea that learning can begin at any point and that knowledge, skills, and affectation (mindset) all work together. Don't let the more complicated and less controlled nature of this visual be off-putting.