Goals for Class #10-11
To understand different types of questions to
enable students in a range of thinking:
--convergent and divergent questions
--lower and higher order questions
To learn how to use Revised Bloom Taxonomy
to design units/lessons and questioning
To learn how to respond to students while
questioning and how to respond to students’
questions.
--wait time, positive reinforcers, adjusting and re-focusing,
rephrasing
To learn about Observation 2.
Review - RIBTS Standard 9
1.
2.
3.
4.
5.
Distinguish:
assessment for student learning
and
assessment of student learning.
What are five steps that represent the process of
assessing student learning?
What are two internal and two external sources
of assessment information?
Present an example of a set of questions you
could use to pre-assess learners while using a
KWAL during your unit?
Describe a type of assessment you could use as a
learner self-assessment you could use during
make it and take it.
RIBTS Standard 5
CRITICAL THINKING AND PROBLEM SOLVING
Standard 5
Concepts of Teaching
5.1 Designing lessons with higher order
thinking
Revised Bloom’s Taxonomy
Convergent and Divergent Questions
5.2 Posing questions to enable students
to think in different ways
Revised Bloom’s Taxonomy
Convergent and Divergent Questions
Interactive Models of Teaching
Direct Instruction, Inquiry, Presentation, Concept Teaching, Integrative
(Taba) Model

5.3 Knowing when to present, clarify,
pose a question, let a student struggle
Questioning and Responding
Handling Students Questions
Formative Assessment
5.4 Engaging students in inquiry
Inquiry or PBL Interactive Model of
Teaching
5.5 Using activities, materials, and
student products to engage students in
exploration, discovery, and hands on
activities
Three Approaches to Learning
Hands on,multi-sensory (real materials and phenomena)
 Pictorial graphic organizers, photographs, diagrams,
graphs)
 Symbolic (printed and electronic text)

Link to RIBTS Standard 5
CRITICAL THINKING AND PROBLEM SOLVING
Teachers create instructional opportunities to encourage students’ development
of critical thinking, problem solving, and performance skills. Teachers...
5.1
design lessons that extend beyond factual recall and challenge students
to develop higher-level cognitive skills.
5.2
pose questions that encourage students to view, analyze, and interpret
ideas from multiple perspectives.
5.3
make instructional decisions about when to provide information, when to
clarify, when to pose a question, and when to let a student struggle to try
to solve a problem.
5.4
engage students in generating knowledge, testing hypotheses, and
exploring methods of inquiry and standards of evidence.
5.5
use tasks that engage students in exploration, discovery, and hands-on
activities.
The Art and Science of
Questioning
An essential skill for interactive
teaching and learning
The Making of a Scientist:
Richard Feynman
I don't have to know an answer.
I don't feel frightened by not knowing things,
By being lost in the mysterious universe
Without having any purpose,
Which is the way it really is,
As far as I can tell,
Possibly.
It doesn't frighten me.
-Richard Feynman
I learned very early
the difference between
knowing the name of something
and know something.
-Richard Feynman
Why Is Questioning Important?
CAUSES
LEARNERS TO
EXAMPLE OF QUESTIONS
Think in different ways
Convergent (one answer)
Which has eight appendages--and octopus or squid?
Divergent (many possible answers)
If you were an aquarium director, which cephalopod would you place in
the aquarium? Explain your reasons.
Test their own ideas
Observe the squid: Are there eight arms or ten
arms?
Transfer their ideas from
one situation to another
How can you use the same procedure to print a
fish?
Discuss words they use to
describe their ideas
What does the word “cephalopod” mean? What
is the “pod” of the squid?
Extend the range of
evidence available to
learners
How does a squid move like a inflated balloon
that is released?
Explain their ideas
How does a octopus defend itself from
predators?
Research indicates that questioning
is valuable in enabling students to
think in different ways and
to develop ways of learning.
- Larry Lowery
The art of raising
challenging questions
is easily as important as
the art of giving clear answers.
-Jerome Bruner
True dialogue occurs when
teachers ask questions to
which they do not presume
to already know the correct
answer.
-J. Lemke
Blosser’s Types of Questions
Closed
Open
(Convergent)
(Divergent)
-To pre-assess
-To promote
discussion or
student interaction
-To cause students
to think in different
ways
-To assess
retention of
information
-To focus thinking
on a particular
point
Blosser’s Types of Questions
Managerial
Rhetorical
To keep the
classroom
operations
moving
To emphasize a
point or reinforce
an idea or
statement
--Will you turn to
page 115, please?
--The squid has ten
appendages, right?
--At the last class, I taught
the interactive teaching
model called direct
instruction, right?
--Who needs more
time to finish the
drawing?
The nature of each
question shapes one’s
response to it.
Revised Bloom’s Taxonomy is used
to plan effective questioning.
Cognitive Processes:
 Creating
 Evaluating
 Analyzing
 Applying
 Understanding
 Remembering
About Revised Bloom’s Taxonomy

What is RBT?



A classification of different ways of
thinking
Ways of thinking ranked from lower to
higher order.
When was RBT developed?

Developed in the 1956 by Benjamin Bloom.
For six years in 1990’s Lorin Anderson
(former student of Bloom) revisited the
taxonomy and made changes.
Original Terms
New Terms

Evaluation
•Creating

Synthesis
•Evaluating

Analysis

Application

Comprehension

Knowledge
•Analyzing
•Applying
•Understanding
•Remembering
RBT Cognitive Processes With
Knowledge Dimension
COGNITIVE PROCESSES DIMENSION
KNOWLEDGE
DIMENSION
Remember
Factual
Knowledge
List
Understand
Summarize
Conceptual Describe Interpret
Knowledge
Apply
Analyze
Evaluate
Create
Classify
Order
Rank
Combine
Experiment
Explain
Assess
Plan
Calculate
Differentiate
Conclude
Compose
Action
Actualize
Procedural
Knowledge
Tabulate
Predict
MetaCognitive
Knowledge
Appropriate
Use
Execute Construct Achieve
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
About Revised Bloom’s Taxonomy
Who uses RBT and why is used?
 Administrators use RBT for curriculum
planning.
 Teachers use RBT for planning
instruction:


To improve questioning and student thinking
To plan and guide learners through a learning
experience




Planning unit goals and lesson objectives
Designing different types of assessment
Creating activities
Questioning during instruction
Remembering
The learner is able to remember information.
 Remembering
 Recognizing
 Recalling
KNOWLEDGE
DIMENSION
VERB
Factual
Knowledge
List
Conceptual
Knowledge
Describe
Procedural
Knowledge
Tabulate
•Creating
•Evaluating
Meta-Cognitive Appropriate
Use
Knowledge
•Analyzing
•Applying
•Understanding
•Remembering
Remembering

















List
Memorize
• Group
Relate
• Listen
Show
Locate
• Choose
Distinguish • Recite
Give example
• Review
Reproduce
• Quote
Quote
• Record
Repeat
Label
• Match
Recall
• Select
Know
• Underline
Group
• Cite
Read
Write
• Sort
Outline
Recall or
recognition of
specific
information
Products include:
• Quiz or Test
• Fact Cards
• Worksheet
• Recitations
• Label Diagram
• Crossword
Puzzle
• Workbook
• Jeopardy
Remembering
Activities and Products







Make a story map showing sequence of the
main events.
Make a concept map of the topic.
Write a different fact on each 3x5 fact card.
List three steps of experiment procedure.
Draw the external structure and label the
parts you remember.
•Creating
Memorize and recite the poem.
•Evaluating
Complete the crossword puzzle.
•Analyzing
•Applying
•Understanding
•Remembering
Understanding
The learner explains the information or
concepts.








Interpreting
Exemplifying
Summarizing
Inferring
Paraphrasing
Classifying
Comparing
Explaining
KNOWLEDGE
DIMENSION
VERB
Factual
Knowledge
Summarize
Conceptual
Knowledge
Interpret
Procedural
Knowledge
Predict
•Creating
Meta-Cognitive Execute
Knowledge
•Evaluating
•Analyzing
•Applying
•Understanding
•Remembering
Understanding

Restate

Identify









•
•
Discuss
•
Retell
•
Research
•
Annotate
•
Translate
•
Give examples•
Paraphrase •
Reorganize
•
Associate
•
Describe
Understanding
Report
of given
information
Recognize
Review
Observe
Outline
Products include:
Account for
• Drawing
• Summary
Interpret
• Paraphrasing
• Story Problems
Give main idea
• Peer Teaching
Estimate
• Show and Tell
Define in own words
Understanding
Activities and Products












Write in your own words…
Cut out, or draw pictures to illustrate a particular event in the
story.
Report to the class…
Illustrate what you think the main idea may have been.
Make a cartoon strip showing the sequence of events in the
story.
Write a brief outline to explain this experiment to someone else.
Explain why the character solved the problem in this particular
way.
Write a summary report of the experiment.
•Creating
Prepare a flow chart to illustrate the steps
•Evaluating
you used to solve the problem.
•Analyzing
Paraphrase this chapter in the book.
Retell in your own words.
•Applying
Outline the main points.
•Understanding
•Remembering
Applying
The learner makes use of information
in new ways, in a context different
from the one in which it was learned.




Implementing
Carrying out
Using
Executing
KNOWLEDGE
DIMENSION
VERB
Factual
Knowledge
Classify
Conceptual
Knowledge
Experiment
Procedural
Knowledge
Calculate
Meta-Cognitive
Knowledge
Construct
•Creating
•Evaluating
•Analyzing
•Applying
•Understanding
•Remembering
Applying

Translate

Manipulate

Exhibit

Illustrate

Calculate

Interpret

Make

Practice

Apply

Operate

Interview
•
•
•
•
•
•
•
•
•
•
•
•
•
Paint
Change
Compute
Sequence
Show
Solve
Collect
Demonstrate
Dramatize
Construct
Use
Adapt
Draw
Using strategies,
concepts, principles
and theories in new
situations
Products include:
• Photograph
• Presentation
• Role Playing
• Interview
• Simulation
• Performance
• Model Building • Diary or Journal
• Demonstration • Scrapbook
Applying
Activities and Products











Use the balloon to show how the squid uses jet
propulsion
Make a diorama to illustrate how an octopus uses
camouflage to defend itself from it’s predator
Write a diary entry
Make a scrapbook about the area of study
Make a paper airplane that turns to the right
Take and display a collection of photographs on a
particular topic
Make up a puzzle or a game about the topic
Write an explanation about this topic for others
Dress a doll in national costume
Make a clay model
Paint a mural using the same materials
Analyzing
The learner distinguishes the different
parts.






Comparing
Organizing
Deconstructing
Attributing
Relating parts
Differentiating
KNOWLEDGE
DIMENSION
VERB
Factual
Knowledge
Order
Conceptual
Knowledge
Explain
Procedural
Knowledge
Differentiate
•Creating
•Evaluating
Meta-Cognitive Achieve
Knowledge
•Analyzing
•Applying
•Understanding
•Remembering
Analyzing















Distinguish
Question
Appraise
Experiment
Inspect
Examine
Probe
Separate
Inquire
Arrange
Investigate
Sift
Research
Calculate
Criticize
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Compare
Contrast
Survey
Detect
Group
Order
Sequence
Test
Debate
Analyze
Diagram
Relate
Dissect
Categorize
Discriminate
Breaking
information down
into its component
elements
Products include:
• Graph
• Survey
• Spreadsheet
• Database
• Checklist
• Mobile
• Chart
• Questionnaire
• Outline
• Report
Analyzing
Activities and Products










Use a Venn Diagram to show how two topics
are the same and different
Design a questionnaire to gather information.
Survey classmates to find out what they think
about a particular topic. Analyze the results.
Make a flow chart to show the critical stages.
Classify the actions of the characters in the
book.
Make a family tree showing relationships.
Write a conclusion that shows show your
thinking as changed as a result of
experimenting.
•Creating
Write a list of claims that are supported with •Evaluating
evidence
Review a work of art in terms of form, color •Analyzing
•Applying
and texture.
Make a chart that shows pros and cons
•Understanding
•Remembering
Evaluating
The learner defends a concept or idea, makes
decisions based on in-depth reflection, criticism
and assessment.
Evaluating
 Checking
 Critiquing
 Judging

KNOWLEDGE
DIMENSION
VERB
Factual
Knowledge
Rank
Conceptual
Knowledge
Assess
Procedural
Knowledge
Conclude
•Creating
•Evaluating
Meta-Cognitive Action
Knowledge
•Analyzing
•Applying
•Understanding
•Remembering
Evaluating
















Judge
Rate
Validate
Predict
Assess
Score
Revise
Infer
Determine
Prioritize
Tell why
Compare
Evaluate
Defend
Select
Measure
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Choose
Conclude
Deduce
Debate
Justify
Recommend
Discriminate
Appraise
Value
Probe
Argue
Decide
Criticize
Rank
Reject
Judging the value of
ideas, materials and
methods by developing
and applying standards
and criteria.
Products include:
• Debate
• Investigation
• Panel
• Verdict
• Letter to Editor
• Conclusion
• Self-Evaluation
•Persuasive
speech
Evaluating
Activities and Products










Write a letter to the editor or op-ed column.
Prepare and conduct a debate.
Prepare a list of criteria to judge.
Write a persuasive speech arguing for/against.
Make a booklet about five rules you see as
important. Convince others.
Form a panel to discuss viewpoints.
Write a letter to. ..advising on changes
needed.
Prepare a case to present your view about...
Complete a chart that shows benefits,
limitations and your conclusion or solution to
the problem.
Evaluate the character’s actions in the story
•Creating
•Evaluating
•Analyzing
•Applying
•Understanding
•Remembering
Creating
The learner creates new ideas and
information using what has been
previously learned.





Hypothesizing
Generating
Planning
KNOWLEDGE
Producing DIMENSION
Factual
Inventing
VERB
Combine
Knowledge
Conceptual
Knowledge
Plan
Procedural
Knowledge
Compose
•Creating
•Evaluating
Meta-Cognitive Actualize
Knowledge
•Analyzing
•Applying
•Understanding
•Remembering
Creating















Compose
Assemble
Organize
Invent
Compile
Forecast
Devise
Propose
Construct
Plan
Prepare
Develop
Originate
Imagine
Generate
• Formulate
• Improve
Putting together ideas
or elements to develop
a original idea or
engage in creative
thinking.
• Act
• Predict
• Produce
• Blend
• Set up
Products include:
• Devise
• Puppet Show
• Song
• Concoct
• Story
• Newspaper
• Skit
• Cartoon
• Media Product
• Advertisement
• New game
• Book Cover
• Compile
Creating
Activities and Products






Invent a machine to do a specific task.
Design a comic strip or cartoon using the squid as a
character.
Create a new product using the theme of squids. Give it
a name and plan a marketing campaign.
Write a TV show play, puppet show, role play, song or
pantomime about..
Develop a newspaper story with these headlines “The
Case of the Missing Shark”
•Creating
Design a record, book or magazine cover
•Evaluating
•Analyzing
•Applying
•Understanding
•Remembering
Strategies for
Teaching with Bloom’s

Required-Optional


Cognitive Process of the Day


Work on a level of thinking singled out for particular
attention (ANALZYING: comparing and contrasting)
Teach learners to use Bloom’s.


Label some activities as “required” while others are
“optional.”
Have learners develop their own activities using the
taxonomy.
Lower Level First, Then Design a higher level

Some learners work through the lower levels and then the
learners design their own activities at the higher levels
Strategies for
Teaching with Bloom’s

Lower Level First, Then Higher Lvel Activities



Differentiate Instruction. Accommodate Diverse Learners


All learners work through the lower level stages and then select at
least one activity from each of the higher levels.
All learners work through first two levels and then select activities
from any other level
Some learners work on an activity at a lower level while others
work on an activity at higher levels
Select Any Activity or Product at any Level:

Create a list of activities and products. Learners select activities
from any level.
Unit Activities for DELICIOUS SQUID
Remembering
Download squid images from internet. Make a
digital photo display or a collage. Complete the
squid crossword puzzle. List the names of the
cephalopods.
Understanding
Make a squid puppet for a puppet show. Use it
to tell what a day in a life of squid does. Make
a model of a squid and show external and
internal structures.
Applying
Demonstrate how a squid moves with a balloon.
Keep a diary of a day in the life of a squid (24
hours). What does it do in the morning, noon,
and evening. What would it do during the day to
survive? What challenges would it face?
Analyzing
Make a Venn diagram and compare and
contrast a squid and an octopus.
Evaluating
If you were an aquarium director, which would
you choose to put in the tank: squid, octopus,
cuttlefish, or nautilus. Choose and give reasons.
Creating
Write a newspaper article based on the
following headline: “Missing Dogfish Shark at
the New England Aquarium.” Create a board
game called “Squi-Dora The Explora”.
Questions and Statements
Stems for Remembering









What happened after...?
How many...?
What is...?
Who was it that...?
Name the ...?
Find the definition of…
Describe what happened after…
Who spoke to...?
Which is true or false...?
•Creating
•Evaluating
•Analyzing
•Applying
•Understanding
•Remembering
Questions and Statements
Stems for Understanding










Explain why…
Write in your own words…
How would you explain…?
Develop a brief outline...?
What do you think could have happened
next...?
Who do you think...?
What was the main idea...?
•Creating
Can you clarify…?
•Evaluating
•Analyzing
llustrate…?
•Applying
Does everyone act in the way that..
•Understanding
does?
•Remembering
Questions and Statements
Stems for Applying





What is another example where…?
Group by characteristics such as…?
Which factors would you change if…?
What questions would you ask of…?
From the information given, can you
develop a set of instructions about…?
•Creating
•Evaluating
•Analyzing
•Applying
•Understanding
•Remembering
Questions and Statements
Stems for Analyzing











Which events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Explain what must have happened when...?
What are some or the problems of...?
Distinguish between...?
•Creating
What were some of the motives behind..?
•Evaluating
What was the turning point?
•Analyzing
What was the problem with...?
•Applying
•Understanding
•Remembering
Questions and Statements
Stems for Evaluating













Which is the better solution to...?
Judge the value of... What do you think about...?
Defend your position about...?
Decide: Is a good or bad thing? What are your reasons?
How would you have handled...?
What changes to.. would you recommend?
How effective are. ..?
What are the consequences..?
What influence will....have on our lives?
What are the pros and cons of....?
•Creating
Why is ....of value?
•Evaluating
What are the alternatives?
•Analyzing
Who will gain & who will lose?
•Applying
•Understanding
•Remembering
Questions and Statements
Stems for Creating








Design a...to...?
Create a possible solution to...?
If you had access to all resources, how
would you deal with...?
Devise your own way to...?
What would happen if ...?
How many ways can you...?
•Creating
Create new and unusual uses for...?
•Evaluating
•Analyzing
Develop a proposal which would...?
•Applying
•Understanding
•Remembering
First, work learners through
lower level questions.
Why use these questions?
 To confirm their knowledge of
factual and conceptual
knowledge
 To diagnose their strengths
and weaknesses
 To review and/or summarize
knowledge that has been
learned
•Creating
•Evaluating
•Analyzing
•Applying
•Understanding
•Remembering
Then, move learners to
higher level questions.
Why?
To help them transform information
and gain new meaning and to




Reflect and think more deeply and
critically
Problem solve
Extend their thinking when you present
information, teach a concept, or
develop a skill
Seek information on their own or think
creatively.
•Creating
•Evaluating
•Analyzing
•Applying
•Understanding
•Remembering
Putting it all together in
Bloom’s Bakery
Click on url. Scroll to bottom for
the animation.
http://projects.coe.uga.edu/epltt/index.p
hp?title=Bloom%27s_Taxonomy
The layers of the cake represent the levels of learning with each
layer representing increasing complexity. All of the levels of the
Revised Bloom's Taxonomy come together to form a complete
learning experience just as the animation comes together to form
a complete cake.
Happy 95th Birthday
Benjamin Bloom!

Born February 21st
NOW IT’S YOUR TURN
Using Bloom’s Revised Taxonomy,
plan instructional objectives,
questions/statements and activities
that cause students to think in
different ways.
See Handout. Refer to Arends text, pp. 115, 421-423
Make a Bloom’s Chart for your topic.
TOPIC:
COGNITIVE
PROCESS
INSTRUCTIONAL
OBJECTIVE
Remembering
The learners will be able to
Understanding
The learners will be able to
Applying
The learners will be able to
Analyzing
The learners will be able to
Evaluating
The learners will be able to
Creating
The learners will be able to
QUESTIONS
STATEMENTS
See Handout. Refer to Arends text, pps. 115, 421-423
ACTIVITY
PRODUCT
Example - Bloom’s Chart Delicious Squid
COGNITIVE
PROCESS
INSTRUCTIONAL
OBJECTIVE
QUESTIONS
STATEMENTS
ACTIVITY
PRODUCT
Remembering
The learners will be able to
remember the structures and
functions of a squid.
Match the structure
with the function.
Complete the Crossword
Puzzle.
Understanding
The learners will be able to
explain how a squid defends
itself from its predator.
How does a squid
defend itself from a
predator?
Draw a squid and its
predator. Write a caption
explaining how it will
defend itself.
Applying
The learners will be able to
demonstrate how a squid
moves using the balloon.
How can you
demonstrate how a
squid moves with a
balloon?
Use this balloon to
demonstrate how a squid
moves.
Analyzing
The learners will be able to
compare and contrast a squid
an octopus.
How is a squid similar
and different from an
octopus?
Make a Venn Diagram
comparing and
contrasting a squid and
octopus.
Evaluating
The learners will be able to
judge which cephalopod is
best for the city aquarium.
Decide which is best
for a city aquarium:
Squid, octopus,
cuttlefish, or nautilus.
Write an opinion letter to
the aquarium director
advocating for the
cephalopod.
Creating
The learners will be able to
create a new species of
cephalopod.
Create a new species
of cephalopod.
Using the clay, sculpt a
new species.
Responding to Students
•
•
•
•
•
•
Wait Time
Using Positive Reinforcers
Using Probes
Adjusting and Re-focusing
Rephrasing
Responding to Students’ Questions
Responding to Students
Wait Time
Teacher Question
Pause (wait time 1)
Student Response
Pause (wait time 2)
Teacher Response
See Arends, pp. 418-419
Responding to Students
Wait Time
•
•
Wait Time I (wait several seconds)
Wait Time II (allow other learners
to respond after a learner
responds)
Responding to Students
Using Positive Reinforcers
•
Positively reinforce the student by making
positive statements, nodding, smiling, eye
contact.
Superb! You provided excellent reasons!
Wow! You really know your facts!
Thanks for sharing your great thinking.
Responding to Students
Using Probes
If a students provide a superficial, incomplete
response, use probing questions to cause a
student to clarify or extend his or her thinking.
Teacher: How does a squid defend itself?
Student: A squid uses ink.
Teacher: Tell me more. How does a squid
use the ink to defend itself.
Responding to Students
Adjusting or Re-focusing
•
If a student provides a response that is
irrelevant or out of context, ask
questions or make statements to cause
students to tie response to the topic.
Teacher: What are the squid’s predators?
Student: It eats shrimp and fish.
Teacher: You’re stating what a squid eats.
A predator is eats a squid. What predators
eat a squid?
Responding to Students
Adjusting or Re-focusing
If a student provides a wrong
response, don’t dwell on it.
Ask other students to add to the
response or provide the right response.
What other ideas do you (class) have?
or
Do you agree or disagree? Explain your
thinking.
Responding to Students
Rephrasing
If a student provides a wrong response or no
response, don’t tell the student he or she is
wrong. Reword the question, ask a lower level
questions, and/or provide additional information
to guide the student to the right answer.
Teacher: How is a squid well adapted?
Student: No response.
Teacher: An adaptation is a change in an organism that
allows it to live successfully in its environment. Think
about the squid’s body parts. What are the squid’s body
parts? How are the body parts help it live successfully in
the open ocean?
Responding to Students’ Questions
Above all, don’t fake it!


If a student asks a question and you
don’t know the answer, don’t fake it.
Propose a plan to answer the question.
Work with the student(s) to identify
resources to answer the question.


How could we answer this question?
Volunteer to find the answer yourself.
Sources
•
•
•
Arends, R. Learn to Teach.
http://www.kurwongbss.qld.edu.au/thinking/Bl
oom/blooms.htm
http://projects.coe.uga.edu/epltt/index.php?titl
e=Bloom%27s_Taxonomy