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Visual Ranking Tool: Overview and Benefits
Benefits of the Visual Ranking Tool
Supporting Higher-Order Thinking
The landmark book
How People Learn
(Bransford, Brown, and Cocking, 2000) describes how an expert history teacher uses the process of making ordered lists to engage students in higher-level thinking. He asks ninth-grade students to list important artifacts from the past, compiles students' responses on a big poster, and compares the responses. Throughout the year, as they gain new knowledge and their thinking grows more sophisticated, students return to the list. They articulate and discuss what constitutes historical significance that underlies the order of the list, and revise and elaborate on the rules for determining historical significance. By ordering artifacts by their historical significance and discussing the underlying rules, students go beyond memorizing facts and dates of historical events. They develop a deep understanding of the interpretive nature of history, which is one of the fundamental principles of the discipline.
Although they use posters instead of a Web-based tool to make their ordered lists, these students are engaging in the same type of learning activities that the
Visual Ranking Tool
has been designed to support. Such activities cover the entire range of cognitive and affective skills described by Benjamin Bloom in his taxonomy to classify the intellectual behaviors that are important in learning (Bloom, 1956). Bloom's taxonomy describes six levels of activities in the cognitive domain and five levels in the affective domain. (See illustration.)
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