Fifth Grade Intro to Questioning

1. Fifth Grade Intro to Questioning We will examine Bloom’s Taxonomy by identifying each level and looking at sample questions.

2. Access Prior Knowledge Tell me something that you already know about asking questions while reading.

3. Bloom’s Taxonomy • A higher level questioning system that asks individuals to respond beyond simple recall. • Breaks human thinking into six categories

4. Bloom’s TaxonomyOriginal Version Evaluation Synthesis Analysis Application Comprehension Knowledge Higher Level Thinking Lower Level Thinking

5. Bloom’s TaxonomyNew Version Evaluating Creating Analyzing Applying Understanding Remembering Higher Level Thinking Lower Level Thinking

6. Knowledge/Remembering • Knowledge is defined as remembering facts or groups of facts. In knowledge level questions you are to answer in a manner very similar or exactly the way in which the information was taught. You are not required to translate (tell in your own words) or transform (change) the information.

7. Terms Facts Methods Procedures Concepts Principles Remembers Recalls Defines Describes Identifies Labels Matches Names Outlines Reproduces Selects Underlines Lists Knowledge/Remembering

8. Examples: • Remember groups of animals that are birds, fish, or reptiles. • Name the months in order. • List the steps in the scientific method. • Define the word metamorphic. • List the ways to test a rock for hardness.

9. What is _________? How is __________? Where is ________? When did _________ happen? How did __________ happen ? Who ____________? Define ___________. Explain ___________. Knowledge Starter Questions:

10. Comprehension/Understanding • Comprehension is understanding what you have read and/or making use of an idea.

11. Use implications Justifies concept Verbal to math Chart/graph Grasps meaning Explains Summarizes Interprets Predicts Paraphrases Translates Transposes Format Retell Project Accounts for Comprehension/Understanding

12. Examples: • In your own words explain this metaphor, “A rolling stone gathers no moss.” • What is the difference between a wolf and a coyote? • Solve this equation 6 + 3 - 2= • Read this graph and answer the questions.

13. What are the parts or features of _______? Classify/ categorize ________________. How is ______ related to_________? Outline __________. Why do you think? Diagram__________. Identify__________. Delineate ________. Infer ____________. What evidence can you find to________? What does ___tell us about ______? Understanding Starter Questions:

14. Application/Applying • Application is the use of comprehension in a different situation. It includes the ability to decide what concept is appropriate to use and then using it.

15. Theory to practice Demonstrating method Law to situation Doing Chart/graph Problem-solving Uses in new situation Tries out Performs Develops Manipulates Application/Applying

16. Examples • List all the qualities the main character of the story had. • Organize the characters of the story into two groups to show how they are similar and how they are different. • Find all the factors if 36 using what you have learned about divisibility.

17. How can you use ________________? Find an example of ________________ Solve _____ using what you have learned. Organize ________ to show ____________. Show your understanding of __ Applying Starter Questions:

18. Analysis/Analyzing • Analysis is breaking an idea into parts. It is the ability to identify unstated relationships and to see how the parts relate to the whole.

19. Recognizes assumptions Recognizes poor logic Distinguishes Distinguishes fact Evaluates relevancy Analyzes structure Breaks into parts Reorganizes Identifies parts Analyzes relationships Recognizes patterns Examines Simplifies discerns Checks Uncovers Determines Assesses Analysis/Analyzing

20. Examples: • Which character in the story would you most like to be? • Why did the Prince go to so much trouble to find the princess? • Why does the author make the character shy and obedient?

21. Analyze __________. Dissect ___________. Distinguish between _______ and _____. Take apart ________. Separate _________. Categorize _______. Compare ________ to ______________. Contrast __________. Analyzing Starter Questions:

22. Synthesis/Creating • Synthesis is putting parts together to create something new, creativity!

23. Writes theme Presents speech Plans experiment Integrates information Creates a new whole Presents uniquely Proposes a plan Establishes Combines Produces Reorganizes Formulates Synthesis/Creating

24. Examples: • Write a unique story with an emphasis on self-expression. • Design a new mousetrap. • Propose an unusual way to solving the math problem.

25. How can we solve ________________? If you had ________ how would you ____? How can we improve _________________? Suppose you could _________________. Combine _________. What is another way to _____________? Design a new use for ________________? Invent ___________. Adapt ____________. Modify ___________. Synthesis Starter Questions:

26. Evaluation/Evaluating • Evaluation is concerned with the ability to judge material for a given purpose. Students present opinions, judge the validity of ideas or quality of work.

27. Consistency Data support Uses standards Sets Criteria Judges with purpose Decides Prioritizes Classifies Arbitrates Accepts/rejects Diagnoses Evaluation/Evaluating

28. Examples: • Was Cinderella’s stepmother a good parent? Support your answer. • Would it have been better if Cinderella had not run away at the stroke of midnight?

29. Why do you think _________________? Do you agree _____? What is your opinion of ______________? Prioritize _________. Prove/disprove that ____ is better than _________________. Assess the value or importance of _____. Would it be better if _______________?` Evaluating Starter Questions:

30. How did the boy use the tree when he was small? an adolescent? a man? What kind of a tree was in the story? What part of the tree did the man use for his house? his boat? The Giving Treeby Shel Silverstein Knowledge/Remembering:

31. Comprehension/Understanding: • The boy carved initials in the tree. What do the initials “M.E. + T.” stand for? • After the man took the tree’s trunk, the author writes, “And the tree was happy, but not really.” Explain this statement. • The boy grew older in the story. How is the age of a tree determined?

32. Application/Applying: • The tree showed the man that he loved it by giving him parts of itself. What non-material things would your parents like you to give them to show that you care? • This story is about sacrifice. What sacrifices do you make? • What other things could the boy have done with the tree’s leaves? Apples? Trunk? Branches?

33. Analysis/Analyzing: • The author used a pattern to write this book. What is the pattern? • Why do you think the author continued to call the boy a boy even though he had grown into a man? • What was the author’s purpose in writing this story?

34. Synthesis/Creating: • Write a sequel to the story. • Write a poem about a tree. • Design a travel poster showing visually and verbally where the man went in the boat he made from the tree trunk.

35. Evaluation/Evaluating: • Was it right for the boy to ask so much of a tree? At what point should he have stopped asking? • Should the tree have given the boy so much? Explain. • Is it better to give or to receive? Explain your answer. • Do you like this story? Why or why not?

36. Why are we taking the time to learn about Bloom’s Taxonomy?