Blooms and Questioning - Malaysia

7/23/2019 Blooms and Questioning - Malaysia

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Questions, questions,

questions.


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Effective questioning;

Powerful questioning;

How questions develop thinking;Levels of Thinking;

Bloo!s T"#ono$ % wh"t is it&

Bloo!s T"#ono$ % how do $ou "ppl$ it&

'sing questions effectivel$.


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What areeffectivequestions?


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( Purposeful )"sked to "chieve " specific purpose*

( Phrased clearly )pupils underst"nd wh"t the$ e"n*

( Brief )st"ted in "s few words "s possi+le*

( Thought provoking )the$ stiul"te thought "nd response*

( Probing )involve followon or le"ding questions "nd -digging deeper!*

( Limited in scope )ultiple p"rt questions "re confusing*

( Adapted to the level of the class )"ppropri"te "nddifferenti"ted*


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( Planned

( Logical and sequential

( Addressed to the whole classgroup

( Posed to allow pupils to have !Think time"

( Balanced between fact and thought

( #ot repeated

( Asked in a conversational tone

( $esigned to elicit sustained responses


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%&f we e'pect 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


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+esearch shows overwhelmingly that,

Teachers use memory questions in over -./

of their teaching time0

Teachers overemphasise fact questions intests and e'ams01uestions in te'tbooks are predominantlymemory or fact questions)

Karron G Lewis ~ Centre for Teachin Effectiveness


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%2ffective use of questioning is a critical

asset in every good teacher"s toolbo') But3ust as a good mechanic selects the right toolfor the 3ob and uses it correctly( a good

teacher uses questions at the right level andfollows good questioning techniques)*

William G Camp

Virginia olytechnic !nstit"te an# $tate University


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What are the words you use when you ask

questions?

List as many as you can)

Thinkpairshare


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7rganise the cards into a hierarchy)

Be prepared to share your thinking to e'plainyour hierarchy)


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/liver 0endell Holes( There "re one store$ intellects, twostore$ intellects, "nd three store$

intellects with sk$lights


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( 1ll f"ct collectors who h"ve no "is+e$ond their f"cts "re one store$

en


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( Two store$ en cop"re, re"son,gener"lise, using the l"+our of f"ct

collectors "s their own.


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( Three store$ en ide"lise, i"gine,predict 2 their +est illuin"tion

coes fro "+ove the sk$light


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Th & ll
http://g/lhsset/think/intranet/index.htmhttp://g/lhsset/think/intranet/index.htm


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Applying

Processing

8athering

Three 9torey &ntellect

Th 9 & ll
http://g/lhsset/think/intranet/index.htmhttp://g/lhsset/think/intranet/index.htmhttp://g/lhsset/think/intranet/index.htmhttp://g/lhsset/think/intranet/index.htm


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Applying

Processing

8athering

Three 9torey &ntellect

coplete, count, define, descri+e,identif$, list, "tch, n"e,o+serve, select, recite, sc"n

cop"re 3 contr"st, e#pl"inwh$,re"son, cl"ssif$, interpret,"n"l$se, infer, sequence,s$nthesise, "ke "n"logies,

re"son

ev"lu"te, gener"lise, i"gine,4udge, predict, specul"te, if .then, "ppl$ principle,h$pothesise, forec"st, ide"lise,
http://g/lhsset/think/intranet/index.htmhttp://g/lhsset/think/intranet/index.htm


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( Ben3amin Bloom developed his ta'onomy in the

:;


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Applying

Analysing

2valuatingBlooming

Thin

king

AndersonBloom

Applying

Analysis

9ynthesising

2valuating4reating

=nderstanding=nderstanding

+emembering+emembering


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4omple'ity of

ThinkingThinking Language Action Words

+emembering & can recall information+ecognise( repeat( list)

describe( identify( name

>

=nderstanding& can recall and e'plain

ideas and concepts

&nterpret( e'plain( give

an e'ample) summarise(

infer( show

understanding( translate

>

Applying& can use the knowledge

in a familiar or new

situation

&mplement( show( carry

out( illustrate( use>

Analysing& can tease out the

important ideas

4ompare( contrast(

classify( organise>

2valuating& can make some

3udgements and decisions

4heck( 3udge( test(

decide( hypothesise>

4reating

& can think of new

ideas and new ways touse the information

$esign( invent( plan(

construct( produce>


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Who>?What >?Where>?When>?Which>?

+epeat #ame+ecall 9tateList

actual answers(recall and recognition

+emembering

What does this mean?What is the point?4an you e'plain >?

+estate 2'plain&nterpret Translate9ummarise

+ephrasing andinterpreting to showunderstanding

Un#erstan#ing

9imple

9imple

1uestions

1uestions

What other e'amples arethere of this?

9how =seApply 4onstruct&llustrate

Applying knowledge toa new situation ore'perienceApplying

6ow are theysimilardifferent?6ow does it work )))?What is the evidence >?

4ompare 4ontrast4lassify 7rder2'amine Analyse

Break into parts toe'amine more closelyand understandrelationships

Analysing

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

+ank 4onclude2valuate Assess$ecide

5aking 3udgementsand assessments andcoming to conclusionsEval"ating

6ow could we design>?4ouldwe add >?What would happen if >?

&nvent Produce$esign 4ompose&mprove

4ombining informationto create somethingnew

4reating

4omple'1

uestions

4omple'1uestions

1uestion1uestion 9tarters9tartersThinkingThinking LanguageLanguage$escription$escriptionLevel of ThinkingLevel of Thinkingand 1uestioningand 1uestioning


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1ppl$ing Bloo

'sing the stor$ of 5oldilocks "nd the ThreeBe"rs, devise " question for e"ch level ofBloo!s T"#ono$.

6ee+ering'nderst"nding1ppl$ing1n"l$sing

Ev"lu"ting7re"ting


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1ppl$ing Bloo'sing the stor$ of 5oldilocks "nd the Three

Be"rs

6ee+ering% 0h"t were the ites used +$ 5oldilocks whileshe w"s in the +e"rs!house&'nderst"nding% 0h$ did 5oldilocks like B"+$ Be"r!s ch"ir+est&1ppl$ing% 0h"t would 5oldilocks use if she c"e to $our house&1n"l$sing% % 0h"t w"s the turning point in the stor$&Ev"lu"ting% % 0h"t do $ou think "+out wh"t 5oldilocks did&

7re"ting% 0h"t "lter"tions ight $ou "ke to put the stor$ of5oldilocks in " odern conte#t&


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H"ndouts


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( 9top asking so many questions yourself@

( 2'pect pupils to pose more questions both spoken andwritten

( 2ncourage pupils to question other pupils duringdiscussion

( Welcome questions when they come

( 8ive time to follow up pupils" questions

( 4ollect( discuss( categorise and develop pupils" questions


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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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Analyse the question What do you mean by>?

+ephrase the question Are you saying >?

Turn the question back to the pupil What do youthink?

Ask a supporting question & wonder whether >?

9uggest a line of enquiry Perhaps we could>


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8"t Questions

"re -open! questions "nd h"ve ore th"n five

words in the "nswer.

9kinn$ Questions

"re -closed! questions "nd h"ve less th"n fivewords in the "nswer.


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/nce $ou h"ve "sked " pupil " question,

give the soe tie to think "+out their"nswer.

How long&


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Wait time is essential to the development of higher

order thought processes when pupils are asked to

answer a questions)

&t is the amount of time that elapses between a

teacher asking a question and asking pupils to

answer)

The average teacher"s wait time is : second@


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Effective questioning;

Powerful questioning;

How questions develop thinking;

Levels of Thinking;

Bloo!s T"#ono$ % wh"t is it&Bloo!s T"#ono$ % how do $ou "ppl$ it&

'sing questions effectivel$.


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%A good question is never

answered) &t is not a bolt to betightened into place but a seed tobe planted and to bear more seed

toward the hope of greening thelandscape of idea)*

h h d C F

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Blooms and Questioning - Malaysia