Questioning Techniques - FOR CLASSROOMS.
- 1. BLOOM’S TAXONOMY Facilitators: Ms. Zahra Sikander, Ms. Sabeen Zahra Agha, Ms. Uzma Kashif & Ms. Farah Saleem Dated: 1st August 2024.
- 2. LEARNING OBJECTIVES: ❖Understand how the use of Bloom's Taxonomy can benefit students' cognitive skills. ❖Learn how to use Bloom's Taxonomy to align assessments with learning objectives. ❖Identify the cognitive levels of Bloom's Taxonomy in learning objectives. ❖Devise effective questions about learning objectives using terms from Bloom's Taxonomy.
- 3. COGNITIVE V/S NON- COGNITIVE LEARNING QUESTIONS
- 4. "DESIGN A SIMPLE EXPERIMENT TO TEST THE EFFECT OF LIGHT ON PLANT GROWTH."
- 5. Cognitive Learning ▪ Cognitive questions focus on thinking processes related to acquiring knowledge and understanding.They typically involve higher-order thinking skills, such as analysing, evaluating, and creating. ▪ Example: i. "What are the steps in the water cycle?" ii. "Explain how photosynthesis works." iii. "How would you use the Pythagorean theorem to find the length of a triangle's side?" iv. "Compare and contrast the themes of two different stories." v. "Which method for solving equations is more efficient and why?" Non- Cognitive Learning ▪ Non-cognitive questions focus on attitudes, behaviours, and social- emotional skills rather than purely academic content.They often relate to students' attitudes towards learning, self- regulation, and interpersonal skills. ▪ Examples: i. "What goals do you have for this school year, and how do you plan to achieve them?" ii. "How do you handle stress when preparing for a big test?" iii. "How do you work with others when you have different opinions?"
- 6. Open-Ended Questions ▪ Open-ended questions are questions that require more than a simple one-word answer.They encourage students to think more deeply and express their ideas, opinions, or understanding in their own words. ▪ Example: i. "What do you think Tommy learned from his adventure in the magical forest?" ii. "How would you describe the magical forest to someone who has never seen it?" iii. "Why do you think it’s important to share treasure with others?" Closed-end`ed Questions ▪ Closed-ended questions are questions that can be answered with a simple, specific response, often a single word or a short phrase.They usually have a limited number of possible answers. ▪ Examples: i. "What is 2 + 3?" ii. "Did Tommy find a treasure in the story?" iii. "What colour was the flower in the magical forest?"
- 7. USING BLOOM'S TAXONOMY TO DEVISE EFFECTIVE QUESTIONS
- 8. TO CHALLENGE YOUR CLASS TO ADDRESS A TOPIC AT A HIGHER LEVEL OF ABSTRACTION, USE QUESTIONS THAT ARE DEVELOPMENTAL IN NATURE WITH MULTIPLE LEVELS OF THINKING. THESE TYPES OF QUESTIONS PROMOTE CRITICAL THINKING AND HELP STUDENTS TO WORK COLLABORATIVELY. BLOOM’S TAXONOMY, DESCRIBED BELOW, PRESENTS FIVE LEVELS OF QUESTIONING FROM LOWEST TO HIGHEST LEVELS OF ABSTRACTION; HOWEVER, SEQUENTIAL USE OF THESE LEVELS IS NOT A REQUISITE. FOR EXAMPLE, TO ELICIT STUDENTS’ IDEAS, THE DISCUSSION MAY BEGIN WITH QUESTIONS OF EVALUATION AND PROGRESS TO ALTERNATIVE LEVELS OF QUESTIONS DEPENDING ON THE ISSUES AND IDEAS THAT EMERGE.
- 9. 1.REMEMBER (KNOWLEDGE): WHAT ARE THE FOUR PRIMARY STATES OF MATTER? CANYOU LIST THE MAIN EVENTS OF THE AMERICAN CIVILWAR? 2. PROBLEM-SOLVING (APPLICATION): “GIVEN THE CURRENT ENVIRONMENTAL CHALLENGES, HOW CAN WE DEVELOP SUSTAINABLE ENERGY SOLUTIONS THAT BALANCE ECONOMIC AND ECOLOGICAL CONCERNS?” 3. APPLY (APPLICATION): GIVEN A REAL-WORLD SCENARIO, HOWWOULDYOU USE THE PYTHAGOREAN THEOREM TO SOLVE A PRACTICAL PROBLEM? CANYOU DEMONSTRATE HOW TO CONDUCT A CHEMICAL TITRATION IN A LABORATORY SETTING?
- 10. 4. COMPARATIVE ANALYSIS (ANALYSIS): “COMPARE AND CONTRAST THE ECONOMIC POLICIES OF TWO DIFFERENT COUNTRIES AND THEIR IMPACT ON INCOME INEQUALITY.” 5. EVALUATE (EVALUATION): COMPARE AND CONTRAST THE STRENGTHS AND WEAKNESSES OF TWO DIFFERENT PROGRAMMING LANGUAGES FOR A SPECIFIC PROJECT.ASSESS THE EFFECTIVENESS OF A MARKETING CAMPAIGN, PROVIDING RECOMMENDATIONS FOR IMPROVEMENT. 6. CREATE (SYNTHESIS): DESIGN A NEW AND INNOVATIVE PRODUCT THAT ADDRESSES A COMMON PROBLEM IN SOCIETY. DEVELOP A COMPREHENSIVE LESSON PLAN THAT INCORPORATES VARIOUS TEACHING METHODS TO ENHANCE STUDENT ENGAGEMENT IN A PARTICULAR SUBJECT.
- 11. YOUR TURN TO DESIGN QUESTIONS NOW!