The clark real thinking process offers an alternative to Bloom's Taxonomy. Lane Clark believes that thinking is a cyclical, adaptive process as apposed to a hierarchical process of thinking mastery.

1. ‘clark’s untaxonomy of thinking’
(the real thinking process)
...an alternative to bloom’s taxonomy

2. • learners come to the learning
with some prior finding out and
some past knowledge and
understanding
• their foundation lacks depth and
breadth
knowledge comprehension
information /
knowledge.comprehension

3. • the finding out experience
begins
• learners engage in five
sensory experiences first
• a minimum of four different
tools are used to access new
information
• tools are cross checked
against an MI checklist to
ensure all modalities of the
brain are catered for
• learners order tools from
strength to struggle

4. • learners naturally begin to
process as they find out
synthesise
• they examine or analyse the
learning
evaluate analyse
• they judge or evaluate the
learning
• they question/challenge or
synthesise the learning
• this occurs simaltaneously

5. • a new level of knowledge
/comprehension is developed
• greater depth and breadth in
the learner’s foundation is
achieved

6. • the finding out continues

7. • learners naturally process, as
they find out
synthesise
• they examine (analyse); judge
(evaluate); and
question(synthesise) new
information
evaluate analyse
• the learner must analyse,
evaluate and synthesise new
information in order to develop
understanding BUT at this early
stage, thinking lacks depth and
breadth; it is subsequently weak
• thinking tools are used to
promote analysis, evaluation
and synthesis; BUT they are
purposely unsophisticated or
simpler in their complexity

8. • a new level of knowledge
/comprehension is developed
• greater depth and breadth in
the learner’s foundation is
realised
information/
knowledge.comprehension

9. • the finding out continues

10. • learners naturally process, as
they find out
synthesise • they examine or analyse the
learning
• they judge or evaluate the
learning
evaluate analyse
• they question/challenge or
synthesise the learning
• the learner’s ability to analyse,
evaluate and synthesise
continues to broaden and
deepen commensurate with his
broadening and deepening
foundation

11. • a new level of knowledge
/comprehension is developed
• depth and breadth continue to
develop
information/
knowledge.comprehension

12. • the finding out continues

13. synthesise
• learners continue to process, as
they find out
evaluate analyse • they naturally analyse,
evaluate and synthesise new
information
• as depth and breadth develop,
so too does the learner’s ability
to use more sophisticated,
complex thinking tools

14. • ‘deep knowledge and
understanding’ is achieved
• learners are asked what they NOW
KNOW
• summative evaluation occurs at
this time (should it be required)
• learners are invited to share new
knowledge and understanding
Text through a modality of strength
PRIOR to any designated ‘must do’
• they know they know it...we know
they know it...SO WHAT?
• how can they USE what they know
to make a difference in their life
information/ and the lives of others?™
knowledge.comprehension

15. evaluate analyse
• learners analyse and evaluate
what they now know...

16. high level synthesis is achieved
far transfer is realised • learners USE new knowledge and
understanding to make a
difference in their lives and the
lives of others
• learners self actualise new
knowledge and understanding
• learners move from proving they
know it to proving they’ve
learned it
• high level synthesis is achieved
• far transfer is realised

17. • with the development of deep
knowledge and understanding;
and the learner’s heightened
ability to analyse, evaluate and
synthesise, deep, rich
questions naturally evolve
• the more they know, the more
they know they don’t know
• a ‘full’ thinkbox paves the way
for an ‘empty’ one
• the cycle of thinking and
learning is new again

21. •the depth and breadth of a learners
knowledge and comprehension will
be equivalent to the depth and
breadth of the transfer realised

22. what are the implications of thinking as a cyclical and
adaptive process on learning and teaching?