Questioning and Thinking Skills (adapted from R. Bolitho 2006)
(Examples based on extracts from G.Claxton book ‘Wise up’)
Bloom and Kratwohl (1965) drew up a list of thinking skills, which they divided broadly into Lower
Order and Higher Order. In teaching, it may be useful to ensure that we ask plenty of questions aimed
at developing higher order thinking skills in order to encourage our learners to think critically and reflect
actively on their learning.
Lower Order Thinking Skills
generally require thinking within a defined framework, and they can usually be addressed by ‘closed’ or
convergent questions.
Thinking skill
Knowledge-oriented
Explanation
Knowledge of facts, rules,
methods etc
Questions
Who is the author of the extract?
When was it written?
How many examples does the author present?
Comprehensionfocussed
Understanding what a text tells
you; understanding processes,
relationships etc in the way
they are described.
What does Claxton see as the main components
to human’s learning?
What do the examples presented illustrate?
Application
The ability to apply knowledge
and understanding to new
situations, or to use them to
solve problems.
Which of Claxton’s ideas are most relevant to
learners in your classes?
Which of his ideas have you found to be most
valuable to you as a learner?
Higher Order Thinking Skills
require more complex and flexible thought processes, usually beyond a restricted framework, and they are
usually best triggered by ‘open-ended’ questions which do not necessarily have a single right answer.
Thinking skill
Analysis
Synthesis
Explanation
Breaking down or
deconstructing a concept or an
idea into parts, and maybe also
the ability to see underlying
relationships such as cause and
effect, even when they are not
explicitly stated.
A thinking process which
enables us to put parts of an
idea or concept together to
construct a ‘whole’; sometimes
it involves reordering old ideas
in a new way in order to make
sense of them.
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Questions
What kind of behaviour in a learner may enable
you to see whether learning is successful?
What do you think has Claxton done to identify
the characteristics of a good learner?
What factors do you think, based on your
understanding of the article, may cause failure
in learning?
Evaluation
This involves the use of values
or criteria to assess the
importance or relevance of
ideas, and to justify judgements
or decisions.
Are the ideas described in the article useful to
you in your teaching situation?
What do you find less useful for you and your
learners? Give reasons.
It is important to stress that ‘lower-order’ thinking skills have their place in learning processes, and that
questions requiring knowledge or comprehension can sometimes be valuable in establishing basics before going
on to probe more deeply.
Thinking question
Can you see how these categories may be useful
(a) in designing teaching materials and
(b) in asking questions and eliciting during the session?
Reference
Bloom, B.S. & D.R. Kratwohl (1965) The Taxonomy of Educational Objectives, The Classification of
Educational Goals. Handbook 1: Cognitive Domain New York: D. McKay
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