Scribd Logo
Unggah

Selamat datang di Scribd!

  • TP Task 1 - Promoting Scientific Thinking: Questions-Blooms-Taxonomy

    Diunggah oleh

    api-296883339
    50 tayangan2 halaman
    This document discusses how questioning relates to Bloom's Taxonomy and student learning. It explains that Bloom's Taxonomy defines different levels of questioning, from basic recall questions to more complex analysis, evaluation, and synthesis questions. By using questions at various Bloom's levels, teachers can challenge students of all grade levels and promote higher-level thinking. The document also provides a resource for new teachers on forming questions aligned with Bloom's Taxonomy to engage students in the classroom.

    Deskripsi Asli:

    Judul Asli

    1

    Hak Cipta

    © © All Rights Reserved

    Format Tersedia

    DOCX, PDF, TXT atau baca online dari Scribd

    Apakah menurut Anda dokumen ini bermanfaat?

    Apakah konten ini tidak pantas?

    Laporkan Dokumen Ini
    This document discusses how questioning relates to Bloom's Taxonomy and student learning. It explains that Bloom's Taxonomy defines different levels of questioning, from basic recall questions to more complex analysis, evaluation, and synthesis questions. By using questions at various Bloom's levels, teachers can challenge students of all grade levels and promote higher-level thinking. The document also provides a resource for new teachers on forming questions aligned with Bloom's Taxonomy to engage students in the classroom.

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai DOCX, PDF, TXT atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    50 tayangan2 halaman

    TP Task 1 - Promoting Scientific Thinking: Questions-Blooms-Taxonomy

    Diunggah oleh

    api-296883339
    This document discusses how questioning relates to Bloom's Taxonomy and student learning. It explains that Bloom's Taxonomy defines different levels of questioning, from basic recall questions to more complex analysis, evaluation, and synthesis questions. By using questions at various Bloom's levels, teachers can challenge students of all grade levels and promote higher-level thinking. The document also provides a resource for new teachers on forming questions aligned with Bloom's Taxonomy to engage students in the classroom.

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai DOCX, PDF, TXT atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    dari 2

    TP Task 1 – Promoting Scientific Thinking

    Explain how questioning Challenge students in all grade levels with various types of
    questions as defined by Bloom's Taxonomy. They will be doing
    relates to Bloom’s higher-level thinking and you will have a more interesting
    taxonomy and student classroom! New teachers will find this resource particularly
    valuable. Includes an in-depth discussion of the different levels of
    learning.
    questioning with suggested examples to help you form your own
    higher-level questions to use in your classroom.

    Reference https://www.teachervision.com/teaching-strategies/levels-
    questions-blooms-taxonomy

    Question(s) asked by Was


    Engagement
    the teacher thinking
    Activity time How did the students’ respond?
    given? If
    (& subject & LO) yes, how
    much?

    Give students a Ask students what they 30 seconds. The students were motivated
    simple riddle to know about dogs. What and respond positively and get
    guess what the letter sound they hear engage with the teacher in her
    animal that they at the beginning of the lesson.
    are going to learn word dog.
    about. For
    example: This
    animal has 4 legs
    and it makes the
    sound woof woof!

    Display and Show and example of 30 seconds. The students respond quickly
    explain the the activity, and ask and get excited to do the
    differentiated the students questions activities.
    activities for the about the activities. For
    students. example: how many
    lines do you see?
    Which letter I this?
    Which one is an
    uppercase letter and
    which one is a
    lowercase letter?
    Where can you see this
    letter in the sheet?

    On reflection:

    (i) Which question(s) did the students engage with the most? Why do you think that was?
    (ii) Which engagement activity were the students most engaged with? Why do you think that
    was?

    (i) The students get more engage when the teacher asks them about the dog. Since most of Commented [A1]:
    them their favorite pet is dog and some other has a dog at home.
    (ii) They get more engage in modeling the dog, actions and movements. Because the teacher
    include in her engagement an animal that the children like and own or would like to own.
    She also asks the students to move around the class as a physical activity.

    Anda mungkin juga menyukai