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Assessment and differentiation with Bloom’s Taxonomy
Developing thinking skills through RE
Cognitive and affective learning
The levels of thinking: Remembering Recall of information
Understanding Understanding the meaning of this information and stating it in one’s own words
Applying Using this information in a new situation or context.
Analysing breaking the ideas into parts to explore understanding and relationships
Evaluating Making judgments about ideas, choosing a course of action and justifying this.
Creating Generating new ideas or a new product, eg story, song or play, based on the information given.
Blooming Questions Your questioning should be purposeful
with well-defined goals. Blooms Taxonomy is a classification
of skills arranged in levels of complexity.
The taxonomy involves all categories of questions.
Typically you would use all levels of question in a single lesson.
Lower and Higher Order Questions
Lower level questions are those at the remembering and understanding and simpler application levels.
Lower level questions would be used for:
Evaluation preparation and comprehension Diagnosing pupils’ strengths and
weaknesses Reviewing and/or summarising lesson
content
Lower and higher Order Questions
Higher order questions require complex application, analysis, evaluation or creation skills.
Higher order questions are useful for: Encouraging pupils to think more deeply
and critically Problem solving Encouraging discussions Stimulating pupils to seek more information
for themselves.
Remembering - recall, restate and remember
Recognising Listing Describing Identifying Retrieving Naming Locating Finding
Remembering questions What happened after? How many? What is? Who was it that? Can you name? Find the definition of . . . Who spoke to . . ? Which is true or false . . ?
(Pohl, Learning to think, learning to learn p12)
Remembering activities
Make a story map Make a timeline of a typical school
day List the keywords that you know
about this topic Make an acrostic about . . . Recite a poem you have learned. Label an illustration
Understanding – explaining ideas
Research Annotate Give examples of . . Paraphrase . . . Label . . Report . . Recognise . . .
Understanding questions
How would you explain . . ? What was the main idea of this story? Why were they told. . . .? Why did they want to . . . .? What kind of person was . . . .? What might have happened next? Who do you think . . ? (Pohl, Learning to think, learning to learn p12)
Understanding - activities
Write in your own words . . Make a colouring book about . . . Write and perform a play based on
this story Make a cartoon strip showing the
events Compare characters Decide why an event happened
Applying – using information in a new situation
Skills include: Manipulating information Interviewing Carrying out Suggest alternatives Suggest changes
Applying - questions
Do you know another example of . . ? Can you group the characters by . . ? Which factors would you change if. . ? What questions would you ask if . . ? From the information given can you
develop a set of instructions for . . ?
(Pohl, Learning to think, learning to learn p13)
Applying - activities
Write a diary entry Make up a puzzle or game about the
topic Continue the story Make a model to demonstrate . . . Explain the topic to your friend Interview a character
Analysing - questions Were all the events possible? How is . . . similar to . . . ? What were other possible outcomes? What was the problem with . . ? Can you distinguish between . . ? Why did . . . . changes occur? If . . . what might the ending have been? What were the motives? (Pohl, Learning to think, learning to learn p13)
Analysing - activities
Use a Venn diagram to show similarities and differences
Classify the actions of the characters Write a biography collect information
to support a particular view Write a review that explains . . . Prepare a report about . . . .
Evaluating – organise thoughts and ideas
Predict Infer Prioritise Defend Justify Debate Recommend Rank Criticise
Evaluating - questions
Is there a better solution to . . ? What was the value of . . .? Do you think . . is a good or bad thing? What are the alternatives? What are the benefits or disadvantages of. . ? What would the consequences be if. . ?
(Pohl, Learning to think, learning to learn p14)
Evaluating - activities
Debate Investigate Persuade Make a puppet out of one of the
characters. Using the puppet, act out his/her part in the story.
Make a diorama of the place where the story took place.
Creating - questions
Why don’t you think of a way to . .? What would happen if . . . ? How many ways can you . . . ? Can you create a new way to . . . ? What could be a new use for . . . ? What do you think the different people
learned? What else could they have learned if. . ?
(Pohl, Learning to think, learning to learn p14)
Creating - activities
Make a film about . . . Write about your feelings in relation
to . . . Write a newspaper article to be read
by . . . Devise a way to . . . Design a DVD cover for . . . Write a jingle to persuade . . .
The story of Siddhartha
Remember – Where did Siddhartha grow up? Who did he live with? What did his father do? Who was Channa? How old was Siddhartha when he left the
palace for the first time? How many palaces did Siddhartha have?
Prince Siddhartha
Understanding Why did his parents not want him to
leave the palace? What kind of person was Siddhartha? What does the story tell us about? Why had he not seen anyone old or
sick?
Prince Siddhartha
Applying Why did Siddhartha want to see the world
outside his palace? How did Siddhartha feel when he saw the
old man? How did Channa know the answer to
Siddhartha’s questions? Do you know another time when . . . ? What questions would you ask Siddhartha?
Prince Siddhartha
Analysing How did Siddhartha react when he saw
unhappiness? How do you react when people you know
are unhappy? What about when people you do not know
are unhappy? How might Channa have felt when
Siddhartha asked to go outside? What was the problem now Siddhartha
knew about suffering?
Prince Siddhartha
Evaluating Do you know any other stories about
someone witnessing suffering? How was Siddhartha like an ordinary
person? How was he different from an ordinary
person? What were his choices when he saw
suffering? How might this story influence us?
Prince Siddhartha
Creating Write the conversation between Siddhartha
and Channa. Write a short play to show what happened
next. List the truths that Siddhartha learned. Write a definition of ‘truth’ In what ways could Siddhartha help old and
sick people?
What is higher order thinking?
Information and ideas are transformed
Facts and ideas are combined and explained
Information is manipulated to solve problems and gain meaning
analysing evaluating creating
Higher order questions . .
Encourage children to think more deeply
Encourage problem solving Encourage discussion Stimulate children to seek more
information independently
www.oir.uiuc.edu/Did/docs.QUESTION/quest1.htm
Different Ways of Using Blooms All children work through
remembering and understanding and then select an activity from another level according to ability group
Different groups work at different levels
Some activities are tagged essential while others are optional
Children select tasks from any level