logo

The Application of Blooms Questioning

4 Pages854 Words307 Views
   

Added on  2020-04-01

The Application of Blooms Questioning

   Added on 2020-04-01

ShareRelated Documents
Running head: TAXONOMIES TaxonomiesName of the StudentName of the UniversityAuthor note
The Application of Blooms Questioning_1
1TAXONOMIESMufson, L., & Strasser, J. (2015). Moving Beyond Who, What, When, Where, and Why: UsingBloom's Taxonomy Questioning to Extend Preschoolers' Thinking. Teaching YoungChildren, 9(1), 1-4.Retrieved from https://education.ky.gov/curriculum/conpro/prim-pre/Documents/Moving%20Beyond%20Who%20What%20When%20Where%20Why.pdf2a) This article studied the application of Bloom’s questioning technique among the preschoolersto make them engaged in classroom. It inculcates a solid base of knowledge content among thepreschoolers to make them prepared for complex thinking. Bloom’s taxonomy has six steps inthe questioning level: remembering, understanding, applying, analysis, synthesis and evaluation.At every level of this taxonomy, questions start becoming difficult demanding deeper thinkingthan usual. This develops high level questioning ability in the child expanding their perspectiveon a topic. This revised method of taxonomy help teachers for the measurement and organizationof the things what they want to measure. This article investigated taxonomy as a questioning toolthat can be utilized by teachers to prepare the curriculum according to the pupil’s ability (3 to 4year olds) to answer a question in the context to the next level of knowledge. This method in the given article showed that when it is employed in the classroom, thepreschoolers follow abstract thinking concepts like analysis, evaluation and creation. The authorsmentioned that remembering of information is important for the children to answer the questionsof high order thinking. Before a child understand a question and try to answer it, it is importantfor them to remember the information. This taxonomy questioning help to extend thinking levelof preschoolers and encourage high cognitive thinking skills in them. This further encourageschildren to understand content and invite higher thinking skills like making judgments, problemsolving, evaluation, reflection and assessment of their knowledge. When teachers ask childrencomplicated questions, it aid them in becoming self-directed thinkers.
The Application of Blooms Questioning_2

End of preview

Want to access all the pages? Upload your documents or become a member.

Related Documents
Neuroscience Research and Early Childhood Sector
|12
|3392
|371

Early Childhood Education and Care
|8
|2268
|94

Expressive Arts in Education- Child Emotions
|4
|744
|20

More than just play: Developing cognitive and physical skills in early childhood education - Desklib
|16
|3268
|440

Cognitive delay in Children Report Assignment
|9
|2229
|200

Effective Teaching Methods for Diploma in Teaching Students
|6
|1177
|216