blooms and questioning - malaysia 2011

7/30/2019 Blooms and Questioning - Malaysia 2011

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Questions, questions,questions.

Effective questioning;

How questions develop thinking;

Levels of Thinking;Blooms Taxonomy ~ what is it?

Blooms Taxonomy ~ how do you apply it?

Using questions effectively.


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What areeffectivequestions?

Purposeful (asked to achieve a specific purpose)

Phrased clearly (pupils understand what they mean)

Brief (stated in as few words as possible)

Thought provoking (they stimulate thought and response)

Probing (involve follow-on or leading questions and diggingdeeper)

Limited in scope (multiple part questions are confusing)

Adapted to the level of the class (appropriate anddifferentiated)


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Planned

Logical and sequential

Addressed to the whole class/group

Posed to allow pupils to have Think time

Balanced between fact and thought

Not repeated

Asked in a conversational tone

Designed to elicit sustained responses

What are

powerfulquestions?


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If we expect pupils to engage inmore creative and stimulating

thought processes, we, as teachersmust encourage them by asking

higher level questions.

Karron G Lewis ~ Centre for Teaching Effectiveness,

University of Texas

Research shows overwhelmingly that:

Teachers use memory questions in over 70%of their teaching time;Teachers overemphasise fact questions intests and exams;

Questions in textbooks are predominantlymemory or fact questions.

Karron G Lewis ~ Centre for Teaching Effectiveness,

University of Texas


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Effective use of questioning is a criticalasset in every good teachers toolbox. But

just as a good mechanic selects the right toolfor the job and uses it correctly, a good

teacher uses questions at the right level and

follows good questioning techniques.

William G Camp

Virginia Polytechnic Institute and State University

What are the words you use when you askquestions?

List as many as you can.

Think/pair/share


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Q MatrixIs Did Can Would Will Might

What

Where/When

Which

Who

Why

How

Organise the cards into a hierarchy.

Be prepared to share your thinking to explainyour hierarchy.


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Oliver Wendell - Holmes There are one storey intellects, two

storey intellects, and three storeyintellects with skylights

All fact collectors who have no aimsbeyond their facts are one storeymen


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Two storey men compare, reason,generalise, using the labour of factcollectors as their own.

Three storey men idealise, imagine,predict their best illuminationcomes from above the skylight


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Applying

Processing

Gathering

Three Storey Intellect


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Applying

Processing

Gathering

Three Storey Intellect

complete, count, define, describe,identify, list, match, name,observe, select, recite, scan

compare / contrast, explainwhy,reason, classify, interpret,analyse, infer, sequence,synthesise, make analogies,reason

evaluate, generalise, imagine,judge, predict, speculate, if .then, apply principle,hypothesise, forecast, idealise,

Benjamin Bloom developed his taxonomy in the1950s

It is a hierarchy of six developmental stages ofthinking which become increasingly complex anddemanding.

The levels of thinking can be applied to developingquestioning across all levels of schooling and in allareas of learning.

During the 1990s Lorin Andersen made somesignificant improvements to the original taxonomy.


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Applying

Analysing

Evaluating

BloomingThinking

AndersonBloom

Application

Analysis

Synthesis

EvaluationCreating

UnderstandingComprehension

RememberingKnowledge

Complexity of Thinking Thinking Language Action Words

Remembering I can recall informationRecognise, repeat, list.describe, identify, name

UnderstandingI can recall and explain

ideas and concepts

Interpret, explain, givean example. summarise,

infer, showunderstanding, translate

Applying

I can use the knowledgein a familiar or new

situation

Implement, show, carryout, illustrate, use

AnalysingI can tease out the

important ideasCompare, contrast,classify, organise

EvaluatingI can make some

judgements and decisionsCheck, judge, test,decide, hypothesise

Creating

I can think of newideas and new ways touse the information

Design, invent, plan,construct, produce


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Who?What ?Where?When?Which?

Repeat NameRecall StateList

Factual answers,recall and recognition

Remembering

What does this mean?What is the point?Can you explain ?

Restate ExplainInterpret TranslateSummarise

Rephrasing andinterpreting to showunderstanding

Understanding

Simple

Questions

What other examples arethere of this?

Show UseApply ConstructIllustrate

Applying knowledge toa new situation orexperienceApplying

How are theysimilar/different?How does it work ...?What is the evidence ?

Compare ContrastClassify OrderExamine Analyse

Break into parts toexamine more closelyand understandrelationships

Analysing

Why do you think about?Why do you prefer this?What is the best ?

Rank ConcludeEvaluate AssessDecide

Making judgementsand assessments andcoming to conclusionsEvaluating

How could we design?Could we add ?What would happen if ?

Invent ProduceDesign ComposeImprove

Combining informationto create somethingnew

Creating

ComplexQuestions

Question StartersThinking LanguageDescriptionLevel of Thinkingand Questioning

Applying Bloom

Using the story of Goldilocks and theThree Bears, devise a question foreach level of Blooms Taxonomy.

RememberingUnderstandingApplyingAnalysingEvaluatingCreating


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Applying BloomUsing the story of Goldilocks and the Three

Bears

Remembering ~ What were the items used by Goldilockswhile she was in the bears house?

Understanding ~ Why did Goldilocks like Baby Bearschair best?

Applying ~ What would Goldilocks use if she came to yourhouse?

Analysing ~ ~ What was the turning point in the story?Evaluating ~ ~ What do you think about what Goldilocksdid?

Creating ~ What alterations might you make to put thestory of Goldilocks in a modern context?

Handouts


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Useful VerbsSample Question

StemsPotential activities

and products

telllist

describerelatelocatewritefind

statename

What happened after...?How many...?Who was it that...?Can you name the...?Describe what happenedat...?Who spoke to...?

Can you tell why...?Find the meaning of...?What is...?Which is true or false...?

Make a list of the mainevents..Make a timeline ofevents.Make a facts chart.Write a list of anypieces of information

you can remember.List all the .... in thestory.Make a chart showing...Make an acrostic.Recite a poem.


StemsPotential activities and

products

explaininterpret

outlinediscuss

distinguishpredictrestate

translatecomparedescribe

Can you write in your ownwords...?Can you write a briefoutline...?What do you think could ofhappened next...?Who do you think...?What was the main idea...?Who was the keycharacter...?Can you distinguishbetween...?What differences existbetween...?Can you provide an exampleof what you mean...?Can you provide a definitionfor...?

Cut out or draw pictures toshow a particular event.Illustrate what you thinkthe main idea was.Make a cartoon stripshowing the sequence ofevents.Write and perform a playbased on the story.Retell the story in yourwords.Paint a picture of someaspect you like.Write a summary report ofan event.Prepare a flow chart toillustrate the sequence ofevents.Make a colouring book.


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and productssolveshowuse

illustrateconstructcompleteexamineclassify

Do you know anotherinstance where...?Could this have happenedin...?Can you group bycharacteristics such as...?What factors would youchange if...?Can you apply the methodused to some experienceof your own...?

What questions would youask of...?From the informationgiven, can you develop a setof instructions about...?Would this information beuseful if you had a ...?

Construct a model todemonstrate how it will work.Make a diorama to illustrate animportant event.Make a scrapbook about theareas of study.Take a collection ofphotographs to demonstrate aparticular point.Make a clay model of an item inthe material.Design a market strategy for

your product using a known

strategy as a model.Dress a doll in nationalcostume.Paint a mural using the samematerials.Write a textbook about... forothers.



and productsanalyse

distinguishexaminecompare

contrastinvestigatecategoriseidentifyexplain

separateadvertise

Which events could havehappened...?If ... happened, what might theending have been?How was this similar to...?

What do you see as otherpossible outcomes?Why did ... changes occur?Can you compare your ... withthat presented in...?Can you explain what must havehappened when...?How is ... similar to ...?What are some of theproblems of...?Can you distinguish between...?What were some of themotives behind...?What was the turning point inthe game?What was the problem with...?

Design a questionnaire togather information.Write a commercial to sell anew product.Make a flow chart to show the

critical stages.Construct a graph to illustrateselected information.Make a jigsaw puzzle.Make a family tree showingrelationships.Write a biography of the studyperson.Prepare a report about thearea of study.Arrange a party. Make all thearrangements and record thesteps needed.Review a work of art in termsof form, colour and texture.


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and productsjudgeselectchoosedecide

justifydebateverifyargue

recommendassessdiscuss

rateprioritisedetermine

Is there a better solutionto...Judge the value of...Can you defend yourposition about...?Do you think ... is a good ora bad thing?How would you havehandled...?What changes to ... wouldyou recommend?

Do you believe?Are you a ... person?How would you feel if...?How effective are...?What do you think about...?

Prepare a list of criteria tojudge a ... show.Conduct a debate about anissue of special interest.Make a booklet about 5rules you see as important.Convince others.Form a panel to discussviews, e.g. "Learning atSchool."Write a letter to ...

advising on changes neededat...Prepare a case to presentyour view about...



and productscreateinventcomposepredictplan

constructdesignimagineproposedeviseformulate

Can you design a ... to ...?Why not compose a songabout...?Can you see a possiblesolution to...?

If you had access to allresources how would youdeal with...?Why don't you devise yourown way to deal with...?What would happen if...?How many ways can you...?Can you create new andunusual uses for...?Can you write a new recipefor a tasty dish?can you develop a proposalwhich would...

Invent a machine to do aspecific task.Design a building to houseyour study.Create a new product. Give

it a name and plan amarketing campaign.Write about your feelingsin relation to...Write a TV show, play,puppet show, role play,song or pantomime about...?Design a record, book, ormagazine cover for...?Sell an idea.Devise a way to...Compose a rhythm or putnew words to a knownmelody.


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Stop asking so many questions yourself!

Expect pupils to pose more questions both spokenand written

Encourage pupils to question other pupils duringdiscussion

Welcome questions when they come

Give time to follow up pupils questions

Collect, discuss, categorise and develop pupilsquestions


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To assess prior knowledge

To arouse interest

To develop insights

To develop ideals, attitudes and appreciation

To strengthen learning

To stimulate critical thinking

To assess learning and pupil progress


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Can you explain that a bit more?

What do you mean by ?

Can you give me an example of ?

Can you put it another way?

Can you show me ?


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Why do you think that ?

How do we know that ?

What are your reasons ?

What evidence do we have for ?

Why do you say that?


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Can you put it another way ?

Is there another point of view ?

What if someone were to suggest

that ?

What would we need to know if ?


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What follows from what you say?

Does it agree with what was said earlier?

What would be the consequences if ?

Is there a general rule for ?

How could you test to see if was true?

Analyse the question ~ What do you mean by?

Rephrase the question ~ Are you saying ?

Turn the question back to the pupil ~ What do youthink?

Ask a supporting question ~ I wonder whether ?

Suggest a line of enquiry ~ Perhaps we could


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Fat Questions

are open questions and have more thanfive words in the answer.

Skinny Questions

are closed questions and have lessthan five words in the answer.

Once you have asked a pupil a question,

give them some time to think abouttheir answer.

How long?


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Wait time is essential to the development of higherorder thought processes when pupils are asked toanswer a questions.

It is the amount of time that elapses between ateacher asking a question and asking pupils toanswer.

The average teachers wait time is 1 second!


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Effective questioning;

How questions develop thinking;

Levels of Thinking;Blooms Taxonomy ~ what is it?

Blooms Taxonomy ~ how do you apply it?

Using questions effectively.


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A good question is neveranswered. It is not a bolt to be

tightened into place but a seed tobe planted and to bear more seed

toward the hope of greening thelandscape of idea.

John Anthony Ciardi (1916~1986)

blooms and questioning - malaysia 2011

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