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Questioning Bloom’s Taxonomy Multiple Intelligences

Questioning Bloom’s Taxonomy Multiple Intelligences. EDEL 429 CSUB Debbie Meadows Borman and Levine (1997) A Practical Guide to Elementary Instruction, Chapter 7. Questioning. 300-400 questions per day (Levine and Long, 1987) Guides student thinking

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Questioning Bloom’s Taxonomy Multiple Intelligences

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  1. Questioning Bloom’s Taxonomy Multiple Intelligences EDEL 429 CSUB Debbie Meadows Borman and Levine (1997) A Practical Guide to Elementary Instruction, Chapter 7

  2. Questioning • 300-400 questions per day (Levine and Long, 1987) • Guides student thinking • Determines how students process information

  3. Purposes of Questioning • Motivation • Prior Knowledge • Stimulate Thinking • Pace Instruction • Check for Understanding • Increase Student Involvement • Build Communication Skills

  4. Nature of Questions • Convergent • Who is the 16th president of the USA? • One right answer • Divergent • What is the name of a mammal? • More than one right answer

  5. Levels of Questions • Low-Level • Mental recall to answer • List two differences between a predator and a prey? • High-Level • Thought to answer • Which animal has a better life: predator or prey? Higher Order Thinking Skills -- HOTS

  6. Knowledge Comprehension Application Analysis Synthesis Evaluation Tell, list, count Describe, restate, explain Apply, solve, use Dissect, inspect, uncover Create, develop, invent Rank, judge, support Bloom’s Taxonomy

  7. Questions and Thought Processes

  8. Approaches to Questioning • Wait Time • Redirection • Prompting • Probing

  9. Wait Time • Time a teacher gives the student to answer the question • Time teacher waits for explanation or clarification • 3 or more additional SECONDS effectively increases response numbers and quality

  10. Redirection • Asking the same question to multiple students without teacher clarification or additional support • What is your favorite color? • What do you know about cats? • Includes more students in the discussion • Increases attentiveness and involvement

  11. Prompting • Leading students to the correct answer by using hints or additional clarification • “I don’t know.” • Guide the first student to the answer without using peer support (phone a friend) • Teacher has to think on their feet, can be difficult to master this skill

  12. Probing • Encouraging students to elaborate on an incomplete answer • Controls the ineffective rapid-fire questioning technique • Draws out meaning from the student, not the teacher

  13. Questioning Best Practices • Plan the questions in advance • Clarify the purpose of the questions • Use a balanced combination of low/high, convergent/divergent questions

  14. Final Thoughts on Questioning • Ratio of boys to girls • Raised hands versus non-raised hands • Sides of the room • Front and back of the room • Student answered versus Teacher answered

  15. Multiple Intelligences • Linguistic- “word” • Logical-mathematical • Spatial-Visual • Bodily-Kinesthetic • Musical-Rhythmic • Interpersonal • Intrapersonal • Naturalist • *Existentialist-Big Picture

  16. Additional Websites • Multiple Intelligences • http://surfaquarium.com/im.htm • http://www.thirteen.org/edonline/concept2class/month1/ • Bloom’s Taxonomy • http://www.kcmetro.cc.mo.us/longview/ctac/blooms.htm • http://www.kent.k12.wa.us/KSD/MA/resources/blooms/teachers_blooms.html • Questioning-- HOTS • http://www.backflip.com/members/ksantillo/11912002/page=1/sort=1 • http://www.selu.edu/Academics/Education/TEC/think.htm

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