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Questions can be used across all learning situations to determine what a young person knows.
Questions can be used across all learning situations to determine what a young person knows.
Questions can start off as simple and direct and relate directly to the object before becoming more complex and require verbal reasoning in order to work out the answer.
Questions can start off as simple and direct and relate directly to the object before becoming more complex and require verbal reasoning in order to work out the answer.
What sort of questions should we ask?
What sort of questions should we ask?
Blanks Questions is a model that can help adults modify their questioning to the level a young person can understand.
Blanks Questions is a model that can help adults modify their questioning to the level a young person can understand.
Helping them move from concrete/direct to more abstract and reasoned understanding.
Helping them move from concrete/direct to more abstract and reasoned understanding.
Asking questions at the right level and supporting them to the next level is crucial in developing verbal reasoning.
Asking questions at the right level and supporting them to the next level is crucial in developing verbal reasoning.
Level 1 - Matching Perception
Level 1 - Matching Perception
Responding to things in the immediate environment, naming objects.
Responding to things in the immediate environment, naming objects.
Examples:
What is this? What did you see? Show me the car?
Level 2 - Describing (Selective Analysis of Perception)
Level 2 - Describing (Selective Analysis of Perception)
Still immediate environment but focusing more selectively on parts of the objects, describing, classifying.
Still immediate environment but focusing more selectively on parts of the objects, describing, classifying.
Examples:
What do we cut with? Where is the boy? Find a blue pen.
Level 3 - Re-telling (Reordering Perception)
Level 3 - Re-telling (Reordering Perception)
At this level, the young person needs to focus on the context, they use language to reorder and retell, simple prediction, describe a sequence of events and understand feeling of others etc.
At this level, the young person needs to focus on the context, they use language to reorder and retell, simple prediction, describe a sequence of events and understand feeling of others etc.
Examples:
What will happen next? How does x feel? Tell me how to do it.
Level 4 - Higher level problem solving, more abstract understanding, beyond the concrete, prediction, deduction, inference etc.
Level 4 - Higher level problem solving, more abstract understanding, beyond the concrete, prediction, deduction, inference etc.
Examples:
Why will x happen? How can you tell that...? Where will x go if…?
BCTC - Blank Levels.pdfBCTC - Blooms Taxonomy & Blank Levels.pdfBloom's Taxonomy
Bloom's Taxonomy
Bloom’s taxonomy (1956) has recently been revised by Anderson and Krathwohl (2001) and identifies the skills needed for learning in a hierarchical way. The higher skills are dependent on the having attained skills in the lower levels – the foundations.
Bloom’s taxonomy is a powerful tool to help develop learning objectives because it explains the process of learning:
Before you can understand a concept, you must remember it.
To apply a concept you must first understand it.
In order to evaluate a process, you must have analysed it.
To create an accurate conclusion, you must have completed a thorough evaluation..
The diagram shows the relationship between the Blanks level of questions and the type of understanding and thinking needed. Click on the document on the left to open it in a new window so you can print or copy it.
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