How to Apply Bloom's Hierarchy of Questioning Levels in Your Classroom or Online Course
What Does Bloom Hierarchy Of Questioning Levels Promote?
If you are a teacher, a student, or an educator, you may have heard of Bloom's hierarchy of questioning levels. This is a framework that helps you design and ask questions that stimulate different levels of thinking and learning. But what exactly is Bloom's hierarchy of questioning levels and what does it promote?
What Does Bloom Hierarchy Of Questioning Levels Promote
In this article, we will explain the basics of Bloom's hierarchy of questioning levels, give some examples of questions for each level, and discuss how it can promote learning outcomes, critical thinking, and problem-solving skills.
What is Bloom's hierarchy of questioning levels?
Bloom's hierarchy of questioning levels is based on Bloom's taxonomy, a model of learning objectives developed by Benjamin Bloom and his colleagues in 1956. Bloom's taxonomy categorizes learning objectives into six levels of cognitive complexity: knowledge, comprehension, application, analysis, synthesis, and evaluation. Each level requires a higher degree of mental processing and understanding than the previous one.
Bloom's hierarchy of questioning levels is a way of using Bloom's taxonomy to design and ask questions that match the level of learning objective. For example, if the learning objective is to recall factual information, the questions should be at the knowledge level. If the learning objective is to apply concepts to new situations, the questions should be at the application level. And so on.
The idea behind Bloom's hierarchy of questioning levels is that by asking questions that match the level of learning objective, you can help students achieve that objective more effectively. You can also challenge students to move from lower to higher levels of thinking by asking questions that require them to analyze, synthesize, or evaluate information.
What are some examples of questions for each level?
Here are some examples of questions for each level of Bloom's hierarchy of questioning levels, along with some verbs that are commonly used for each level:
Knowledge: This level involves recalling factual information or basic concepts. Questions at this level usually start with verbs such as define, identify, list, name, label, match, or select. For example:
What is the capital of England?
Who was the author of "Billy Budd"?
List the 13 original colonies.
Label the parts of a plant cell.
Comprehension: This level involves understanding the meaning or main idea of information or concepts. Questions at this level usually start with verbs such as explain, describe, summarize, paraphrase, interpret, or illustrate. For example:
Explain the law of inertia using an example from an amusement park.
Summarize the main events of World War II.
Paraphrase this paragraph in your own words.
Illustrate how photosynthesis works with a diagram.
Application: This level involves applying information or concepts to new situations or problems. Questions at this level usually start with verbs such as apply, use, demonstrate, solve, calculate, or perform. For example:
Apply the Pythagorean theorem to find the length of the hypotenuse.
Use a map to plan a route from your home to your school.
Demonstrate how to perform CPR on a dummy.
Solve this word problem using algebra.
Analysis: This level involves breaking down information or concepts into parts and examining their relationships or functions. Questions at this level usually start with verbs such as analyze, compare, contrast, classify, categorize, or differentiate. For example:
Analyze the structure and tone of this poem.
Compare and contrast democracy and dictatorship.
Classify these animals into vertebrates and invertebrates.
Differentiate between renewable and non-renewable energy sources.
Synthesis: This level involves combining parts or elements to form a new whole or create something original. Questions at this level usually start with verbs such as create, design, invent, compose, write, or produce. For example:
Create a poster to promote recycling.
What does Bloom's hierarchy of questioning levels promote?
Bloom's hierarchy of questioning levels is not only a useful tool for designing and asking questions, but also for promoting various learning outcomes and skills. Here are some of the benefits of using Bloom's hierarchy of questioning levels in education:
It promotes higher-order thinking skills: By asking questions that require students to analyze, synthesize, or evaluate information, you can help them develop higher-order thinking skills such as critical thinking, creative thinking, and problem-solving. These skills are essential for students to succeed in the 21st century and beyond.
It promotes deeper understanding and retention: By asking questions that require students to comprehend and apply information, you can help them understand the meaning and relevance of what they are learning. This can also enhance their retention and recall of information, as they are more likely to remember what they understand and use.
It promotes active learning and engagement: By asking questions that require students to respond actively and interactively, you can help them become more involved and interested in the learning process. Active learning and engagement can also increase motivation, attention, and satisfaction among students.
It promotes differentiation and scaffolding: By asking questions that match the level of learning objective and the readiness of students, you can differentiate instruction and provide appropriate challenge and support for different learners. You can also scaffold learning by moving from lower to higher levels of questioning as students progress.
As you can see, Bloom's hierarchy of questioning levels can promote various learning outcomes and skills that are beneficial for students' academic and personal growth. By using this framework, you can design and ask effective questions that match your learning objectives and your students' needs.
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