Chapter 5 discusses the value of discussion as an active learning strategy. However, great discussions don’t often happen without planning great questions. Most of our “on the fly” questions tend to address the lower level of Bloom’s cognitive taxonomy (knowledge, comprehension, and application). While those questions serve a valuable purpose in verifying student understanding, they don’t give students an opportunity to stretch their thinking to the higher cognitive levels of analysis, synthesis, and evaluation.
Write 4 questions that would generate class discussion regarding the lesson you are planning. These might be questions discussed in class, or used to generate online discussion before or after the lesson. While 2 of the questions can address the bottom half of Bloom’s taxonomy, the other two should focus on higher level thinking. Identify which level of Bloom each question addresses. Please be sure to list your lesson objectives.
This chart provides helpful question stems: Using Bloom’s to Write Objectives-bloom’s taxonomy-(google it)
