“If you want better answers, ask better questions”-Bloom’s Taxonomy.
Blooms’ Taxonomy is a systematic way of describing how a learner’s performance develops from simple to complex levels in their affective, psychomotor and cognitive domain of learning. In their cognitive domain, there are six stages, namely: Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation.
In spite of the obvious educational advantages of emphasising higher order questions, research studies of classrooms conducted by, for instance Gall (1970) and Hare and Pulliam (1980) show that only 20% of classroom questions posed by teachers require more than simple factual recall. In 1983 John Goodland reported that only 1% of classroom discussion invited students to give their own opinions and reasoning.
So how do we utilise Bloom’s taxonomy and higher order thinking in the classroom? Bloom’s can be an incredibly powerful resource in helping us as teachers plan effectively for the students we teach.
One way is by using the scale to differentiate the questions we ask. During whole group discussions, include questions that everyone in the class is able to answer, as well as more complex questions that only a few students may be able to answer. Adjust the difficulty of the questions depending on which student will be called on to respond.
This does not just apply to questioning, this can be used to create level assessed activities, learning outcomes Learning outcomes, differentiated project based homeworks Doc1-Independent writing skills using blooms and plenaries.
I have uploaded a few other resources relating to BLOOM’s taxonomy that you may also find useful.
These interactive plenaries (based on BLOOM’s) have been particularly useful to me over the years. They we aquired from a CPD session on “Progressing to level 6+ and beyond project”.
At the end of the lesson, ask the students to select a number (1-9) from the PowerPoint. This is the start of a learning stem statement or question. Students could be asked to finish the statement, either verbally, recording it in a learning diary/in their book/or on a post-it note. Again the PowerPoint selected should be based on the ability and readiness of the pupils to answer the questions.
Biggs’ Solo (Structure of the Observed Learning Outcome) Taxonomy is a systematic way of describing how a learner’s performance develops from simple to complex levels in their learning. There are 5 stages, namely Pre-structural, Uni-structural, Multi-structural which are in a quantitative phrase and Relational and Extended Abstract which are in a qualitative phrase. This is fast becoming the more accepted model for accelerated learning and teaching students to learn how to learn.
Web References and Resources http://www.learningandteaching.info/learning/solo.htm