The stated goal of education is to help students acquire knowledge through comprehension. Because of its potential to promote comprehension and learning, questioning is one of the most inﬂuential teaching strategies. Academic research confirms that children develop critical thinking skills through teacher-facilitated questions (Ennis, 1996). Consequently, the purpose of this workshop is to provide pre-service teachers with an opportunity to reflect upon ways of using questioning techniques in the classroom to help challenge students' thinking. In this workshop, pre-service teachers will use a taxonomy for classifying educational objectives originally developed in 1956 by Benjamin Bloom and a group of educational psychologists. This taxonomy consists of six criteria: 1) knowledge, or the recall of information; 2) comprehension, or the understanding of concepts; 3) application, or problem solving; 4) analysis, in which students separate the material into its various components; 5) synthesis, in which students combine elements to form a new structure; and 6) evaluation, or judging the material. Using Bloom’s Taxonomy (1956) and a more recent revision (Anderson, 2006), this workshop will demonstrate the value that meaningful questions have in the development of children's cognitive and critical thinking abilities. Specifically, participants will: (a) develop questionnaires for lessons; (b) reflect upon the rationale for certain types of questions; and (c) generate developmentally appropriate questions.
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Arias de Sanchez, Gabriela
"The Art of Questioning: Using Bloom’s Taxonomy in the Elementary School Classroom,"
Teaching Innovation Projects: Vol. 3
, Article 8.
Available at: https://ir.lib.uwo.ca/tips/vol3/iss1/8