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    This document discusses using Bloom's taxonomy of higher-order questioning to develop students' scientific thinking skills. It explains that questioning strategies can show teachers how well students understand lessons and relate to different levels of Bloom's taxonomy, which outlines levels of learning. The levels progress from basic recall of facts to more complex tasks like analysis, synthesis and evaluation. Example questions are provided for each level that could be asked in a science class, with cues on what question words correspond to different levels. The document emphasizes that scientific thinking is applicable across subjects and important for all areas of learning.

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    Task 1

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    This document discusses using Bloom's taxonomy of higher-order questioning to develop students' scientific thinking skills. It explains that questioning strategies can show teachers how well students understand lessons and relate to different levels of Bloom's taxonomy, which outlines levels of learning. The levels progress from basic recall of facts to more complex tasks like analysis, synthesis and evaluation. Example questions are provided for each level that could be asked in a science class, with cues on what question words correspond to different levels. The document emphasizes that scientific thinking is applicable across subjects and important for all areas of learning.

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    This document discusses using Bloom's taxonomy of higher-order questioning to develop students' scientific thinking skills. It explains that questioning strategies can show teachers how well students understand lessons and relate to different levels of Bloom's taxonomy, which outlines levels of learning. The levels progress from basic recall of facts to more complex tasks like analysis, synthesis and evaluation. Example questions are provided for each level that could be asked in a science class, with cues on what question words correspond to different levels. The document emphasizes that scientific thinking is applicable across subjects and important for all areas of learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    55 views4 pages

    Task 1

    Uploaded by

    api-307613003
    This document discusses using Bloom's taxonomy of higher-order questioning to develop students' scientific thinking skills. It explains that questioning strategies can show teachers how well students understand lessons and relate to different levels of Bloom's taxonomy, which outlines levels of learning. The levels progress from basic recall of facts to more complex tasks like analysis, synthesis and evaluation. Example questions are provided for each level that could be asked in a science class, with cues on what question words correspond to different levels. The document emphasizes that scientific thinking is applicable across subjects and important for all areas of learning.

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    © All Rights Reserved
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    of 4

    TP Task 1 – Promoting Scientific Thinking

    This task is linked to ECE3703; using higher level questions (Bloom’s Taxonomy) to
    develop students’ thinking. Teaching students the skills of scientific thinking is not
    only for science class, but can be applied to any area of learning.
    Explain how Using questioning strategy shows the teacher how much did
    questioning relates to the students understand the lesson and that relates to Bloom’s
    Bloom’s taxonomy
    taxonomy which shows the teacher the levels of learning and
    and student learning.
    the type of questioning for each level.

    Level 1. Knowledge

     When was this picture taken?


     Where was this picture taken?

    Question cues: List, define, tell, label

    Level 2. Comprehension

     What is happening in this picture?


     Why are these boys dressed like this?

    Question cues: Describe, name, identify, discuss

    Level 3. Application

     How would you describe the photograph to others?


     What caption would you write for this photograph (say, in a
    newspaper)?

    Question cues: Modify, solve, change, explain

    Level 4. Analysis

     Why are these boys here and not in school?


     What do you know about their lives based on this photo?

    Question cues: Analyze, separate, compare, contrast

    Level 5. Synthesis
     What might these boys say about their work in an interview
    setting?
     What might they say about their future?

    Question cues: Create, construct, plan, role-play

    Level 6. Evaluation

     What is the significance of this photo for the time period


    depicted?
     Compare this photo with one of three boys from today of the
    same age. How are their lives similar? How are they different?

    Question cues: Give opinion, criticize, discriminate, summarize

    ("Questioning with Bloom's Taxonomy",


    2018)
    Reference Questioning with Bloom's Taxonomy. (2018). Retrieved from
    http://www.unc.edu/learnnc/kinetic-connect/noframes.html

    Question(s) asked by Was


    the teacher thinking
    Engagement Activity time How did the students’
    (& subject & LO) given? If respond?
    yes, how
    much?
    English: Speaking: “How many circle Yes (2 0 Pointing on the things that
    K2.2.2.3: Use shapes do we have in seconds) have the circle shape in the
    descriptive words to the classroom? Can classroom.
    describe place and you point on them?”
    things.
    K2.2.2.2.4: Share “Where we can see Yes (20
    Answering by saying: “in
    experiences and the starfish?” seconds)
    the sea”.
    interest with peers and
    teacher. “Does the snail have
    Yes (20 Answering by saying: “No,
    rectangle shape? Do
    seconds) because it is circle not like
    Math: you think am I right?
    rectangle.
    Why?”
    K2.CC.B.4:
    Understand the shapes “Can we see the
    Yes (20
    and identify their jellyfish in the desert?
    seconds)
    names. Why?” Answering by saying: “No,
    2- Identify the shapes because it lives in the sea.
    and connect them with
    things around them.

    On reflection:
    (i) Which question(s) did the students engage with the most? Why do you
    think that was?
    (ii) Which engagement activity were the students most engaged with? Why
    do you think that was?
    MST read the story called: Shapes in the sea shore which is all about shapes. She asked

    them “WH” questioning, closed and open questions. The most question made the students

    engaged was “Can we see the jellyfish in the desert? Why? and they all said no and said

    the right place which is in the sea. Most of them were excited to talk about the sea and they

    shared with the teacher that they like to go to the sea and play. In addition, the most interest

    activity was the craft and they were exited to design and color the shapes by using the

    glitters and the colors.

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