Bloom Critical Thinking Questioning Strategies

·       Analyse

·       Distinguish

·       Examine

·       Compare

·       Contrast

·       Investigate

·       Categorise

·       Identify

·       Explain

·       Separate

·       Advertise

·       Which events could have happened...?

·       I ... happened, what might the ending have been?

·       How was this similar to...?

·       What was the underlying theme of...?

·       What do you see as other possible outcomes?

·       Why did ... changes occur?

·       Can you compare your ... with that presented in...?

·       Can you explain what must have happened when...?

·       How is ... similar to ...?

·       What are some of the problems of...?

·       Can you distinguish between...?

·       What were some of the motives behind...?

·       What was the turning point in the game?

·       What was the problem with...?

·       Design a questionnaire to gather information.

·       Write a commercial to sell a new product.

·       Conduct an investigation to produce information to support a view.

·       Make a flow chart to show the critical stages.

·       Construct a graph to illustrate selected information.

·       Make a family tree showing relationships.

·       Put on a play about the study area.

·       Write a biography of the study person.

·       Prepare a report about the area of study.

·       Arrange a party. Make all the arrangements and record the steps needed.

·       Review a work of art in terms of form, colour and texture.

·       Review a film

Presentation on theme: "Bloom’s Critical Thinking Questioning Strategies"— Presentation transcript:

1 Bloom’s Critical Thinking Questioning Strategies
A Guide to Higher Level Thinking

2 What we have already done…
Read and discussed short stories that allowed us to have mini-debates and thought provoking discussions.Applied what we already know about literary works (in terms of devices and techniques –symbolism, personification, themes, etc..) to develop deeper understanding of the text and enrich our conversation.Made connections between the text and other text, ourselves, and real life situations.

3 What else?Considered a variety of approaches that one can take when analysing a text. (Theories of Criticism) and “put on our critical glasses” and looked at the text through the lens of these theories.We have now and understanding that the same question that we can ask may have a different answer depending on how we are approaching the text.

4 What does this do?It allows us to expand our thinking and begin to have our conversations with the understanding that we approach texts using a variety of methods ->Basic comprehensionBreak down of devices used and consideration of why they are usedUnderstanding of approaches and how to answer questions pertaining to the text from these approaches.

5 Now What?Bloom’s Taxonomy

6 Bloom’s Taxonomy is a classification system developed in 1956 by education psychologist Benjamin Bloom to categorize intellectual skills and behavior important to learning.Bloom identified six cognitive levels: knowledge, comprehension, application, analysis, synthesis, and evaluationSophistication grows from basic knowledge-recall skills to the highest level, evaluation

7 Bloom’s Six Levels Knowledge Comprehension Application Analysis
SynthesisEvaluation

8

9 How does Bloom’s Assist Us With Critical Analyses of a Text?
Provides a step by step procedure of how to break down the text.Moves us from basic comprehension of a text to in depth consideration of the text and the issues within it.Using the Taxonomy combined with our knowledge of literary devices and approaches we can have a solid understanding and argument for the text.

10 Knowledge Name List Recognize Choose Label Relate Tell Recall Match
Level 1 – RecallRemembering previously learned material, recalling facts, terms, basic concepts from stated textNameListRecognizeChooseLabelRelateTellRecallMatchDefine

11 Comprehension Compare Explain Describe Rephrase Outline Show Organize
Level 2 – UnderstandDemonstrating understanding of the stated meaning of facts and ideasCompareDescribeOutlineOrganizeClassifyExplainRephraseShowRelateIdentify

12 Inference Speculate Interpret Infer Generalize Conclude
Level 2 1/2 – InferDemonstrating understanding of the unstated meaning of facts and ideasSpeculateInterpretInferGeneralizeConclude

13 Application Apply Construct Model Use Practice Dramatize Restructure
Level 3 – Put to UseSolving problems by applying acquired knowledge, facts, and techniques in a different situationApplyConstructModelUsePracticeDramatizeRestructureSimulateTranslateExperiment

14 Analysis Analyze Diagram Classify Contrast Sequence Simplify Summarize
Level 4 – Break downExamining and breaking down information into partsAnalyzeDiagramClassifyContrastSequenceSimplifySummarizeRelate toCategorizeDifferentiate

15 Synthesis Compose Design Develop Propose Adapt Elaborate Formulate
Level 5 – Put togetherCompiling information in a different way by combining elements in a new patternComposeDesignDevelopProposeAdaptElaborateFormulateOriginateSolveInvent

16 Evaluation Judge Rank Rate Evaluate Recommend Defend Justify
Level 6 – JudgePresenting and defending opinions by making judgments about information based on criteriaJudgeRankRateEvaluateRecommendDefendJustifyPrioritizeSupportProve

17 Applying Bloom’s Using the story A Jury of Her Peers
Knowledge – List the facts of the case from both investigations (female/males)Comprehension – Explain why Minnie would have killed her husband.Application – Demonstrate what Minnie would use to commit the crime and what evidence each side would use to prove their case.Analysis – Compare this story to reality. What events could not really happen.Synthesis – Propose how the story would be different if it were set in modern day? If it were a man who committed the crime? If Minnie were from a different social class, etc…Evaluation – Judge whether Minnie was justified or not. Defend your opinion.

18 Now…The following slides give you opening phrases for the higher order thinking skills.Using either The Cask of Amontillado, A Jury of Her Peers, or any of the short stories you read from the anthology answer the following questions:(I started you off at the Application level of thinking)….

19 Application OpenersPut yourself in the place of one of the characters and tell what you would have done….. ?What would result if….. ?Compare and contrast….. ?What questions would you to find out … ?How would the character solve the similar situation of….. ?Put the main character in another story setting, how would he act?If you had to plan a vacation for the main character, where would they go?

20 Analysis Openers What motive does ____ have…..?
What conclusions can you draw about…..?What is the relationship between…..?How is ______ related to …..?What ideas support the fact that…..?What evidence can you find…..?What inferences can you make about…..?What generalizations can be made about …..?What assumptions do you make about …..?What is the theme of…..?

21 Synthesis Openers What would happen if…..?
What advice would you give…..?What changes would you make to…..?Can you give an explanation for…..?How could you change the plot…..?Suppose you could _____, what would you do…..?How would you rewrite the section from _________’s point of view…..?How would you rewrite the ending of the story?

22 Evaluation OpenersCompare two characters in the selection….which was a better person…why?Which character would you most like to spend the day with?Do you agree with the actions of…..?How could you determine…..?Why was it better that…..?What choice would you have made about…..?How would you explain…..?What data was used to make the conclusion…..?Would it be better if…..?

23 Now get out there and “bloom” with higher order thinking and questioning skills!

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