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TP Task 1

This document discusses using higher-level questions based on Bloom's Taxonomy to develop students' scientific thinking skills. It explains that questioning drives thinking rather than answers. Aligning questions to Bloom's taxonomy levels like analysis and evaluation supports teaching and student understanding. For example, asking how a student would feel if they were Baby Bear encourages analysis. Questions also affect student learning by engaging them in lessons and allowing teachers to review concepts.

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70 views2 pages

TP Task 1

This document discusses using higher-level questions based on Bloom's Taxonomy to develop students' scientific thinking skills. It explains that questioning drives thinking rather than answers. Aligning questions to Bloom's taxonomy levels like analysis and evaluation supports teaching and student understanding. For example, asking how a student would feel if they were Baby Bear encourages analysis. Questions also affect student learning by engaging them in lessons and allowing teachers to review concepts.

Uploaded by

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© © All Rights Reserved
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TP Task 1 – Promoting Scientific Thinking

This task is linked to ECE3703; using higher level questions (Bloom’s Taxonomy) to develop
students’ thinking. Teaching students the skills of scientific thinking is not only for science
class, but can be applied to any area of learning.
Explain Paul and Elder (2000) state that ‘Thinking is not driven by answers but by
how questions. Ask questions has a strong relationship between two vital areas which
questioning Bloom’s taxonomy and student learning are. When teacher Bloom’s taxonomy
relates to levels; Knowledge, comprehension, application, analysis, synthesis and evaluation
Bloom’s that absolutely will support teacher to form the questions that promote child
taxonomy thinking and understanding within the cognitive aspect. A typical example, when
and student the teacher asks, “How would you feel if you were Baby Bear?” where she
learning. encourages children to analyses which is a higher level of cognitive thinking.
(Bloom’s Taxonomy, n.d.). On another hand, asking questions affect student
learning in multiple domains firstly, it’s led children to get involved in the lesson.
In other words, when the teacher asks children questions she encourages them to
respond and participate. Secondly, it assists the teacher to review any topic to
children. For instance, what letter did we take yesterday? How can remind me any
words that start with \Tt\ sound? Thus, that will keep children attack with the
curriculum and the concept.
Reference Bloom ‘s taxonomy. (n.d.). Retrieved from http://www.bloomstaxonomy.org/
Blooms%20Taxonomy%20questions.pdf

Question(s) asked by Was thinking


Engagement Activity the teacher time given? If How did the students’ respond?
(& subject & LO) yes, how
much?
Subject: English What does the song 5 seconds I can say almost all children raise
about? So, what the their hand to answer this question
letter for today? because it’s easy and they use to
listen to the song and identify the
letter for today. This is a low
level of question.
Learning objective: Do you know any 10 -15 From what I observed, I saw just
words start with \Tt\ seconds half of the children which are
1- Introduce
letter Tt and sound? really in high-level answer this
its sound. question, however, other children
2- Reinforce
words that have difficulty to answer this
start with question I think they need more
letter Tt
3- Write letter Tt time to think about it. In my point
capital and of view, this is a higher level of
small
questions which need a higher
level of thinking.
Engagement Can you write capital 5- 10 seconds Honestly, I saw just 4 children
Activity: T in the air? able to write \T\ in the air, the
Play letter \Tt\ song reason why, because the teacher
and display doesn’t show them how to write
flashcards. letter \Tt\ before asking them.

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