 |
 |
 |
Questioning
Description: Bloom's Taxonomy is a leveled model of classifying thinking according to levels of complexity. Think of it as a stairway to encourage your student to climb to a higher level of thought. The lowest three levels are: knowledge, comprehension, and application. The highest three levels are: analysis, synthesis, and evaluation. If a student is functioning at the application level, he or she has also mastered the material at the knowledge and comprehension levels. Target Skills: Comprehension, analytical thinking including the ability to synthesize, evaluate and create. Bloom’s Term Definitions: • Knowledge: Retrieving, remembering, recognizing, and recalling relevant knowledge from long-term memory. • Comprehension: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. • Application: Carrying out or using a procedure through executing, or implementing. • Analysis: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. • Synthesis: Making judgments based on criteria and standards through checking and critiquing; evaluation • Evaluation: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, creating or producing. When to use the strategy: Building up through this foundation, you can ask your students increasingly challenging questions to measure their comprehension of any given material. Integrate the different levels of Bloom’s into your lesson objectives. As your student progresses, move up the levels in Bloom’s for higher-level thinking. Students can also be required to write levels of questions in response to reading. Example: Questioning based upon the story of “Goldilocks and the Three Bears” using the levels from Bloom’s Taxonomy: Knowledge: Describe where Goldilocks lived. Comprehension: Summarize what the Goldilocks story was about. Application: Construct a theory as to why Goldilocks went into the house. Analyze: Differentiate between how Goldilocks reacted and how you would react in each story event. Synthesize: Assess whether or not you think this really happened to Goldilocks. Evaluate: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form. |