1. Bloom’s Taxonomy Questioning Strategies Overview

2. History of Bloom’s Taxonomy In 1956, Benjamin Bloom, along with a group of educators, developed level of intelligent behavior strategies important to learning. In 1956, Benjamin Bloom, along with a group of educators, developed level of intelligent behavior strategies important to learning. In the 1990’s, a group of psychologists lead by a former student of Bloom’s updated the taxonomy (classification), but still utilized Benjamin Bloom’s theory. In the 1990’s, a group of psychologists lead by a former student of Bloom’s updated the taxonomy (classification), but still utilized Benjamin Bloom’s theory.

3. WHY BLOOM’S ? Use Bloom’s Taxonomy questions to solicit and probe for knowledge as well as increase the complexity of student thinking. Use Bloom’s Taxonomy questions to solicit and probe for knowledge as well as increase the complexity of student thinking. Incorporate brain-based strategies to structure learning based on how the brain best takes in information. Incorporate brain-based strategies to structure learning based on how the brain best takes in information.

4. OLD VERSION: THE TAXONOMY TRIANGLE

5. NEW VERSION: THE TAXONOMY TRIANGLE

6. Questioning Strategies Remembering: Can the student recall or remember the information? Remembering: Can the student recall or remember the information? Examples: Define, duplicate, list, memorize, recall, repeat, reproduce and state Examples: Define, duplicate, list, memorize, recall, repeat, reproduce and state Understanding: Can the student explain ideas or concepts? Understanding: Can the student explain ideas or concepts? Examples: Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Examples: Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: Can the student use the information in a new way? Applying: Can the student use the information in a new way? Examples: Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Examples: Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Analyzing: Can the student distinguish between the different parts? Analyzing: Can the student distinguish between the different parts? Examples: Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Examples: Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating: Can the student justify a stand or decision? Evaluating: Can the student justify a stand or decision? Examples: Appraise, argue, defend, judge, select, support, value, evaluate Examples: Appraise, argue, defend, judge, select, support, value, evaluate Creating: Can the student create new product or point of view? Creating: Can the student create new product or point of view? Example: Assemble, construct, create, design, develop, formulate, write. Example: Assemble, construct, create, design, develop, formulate, write.