Bloom Questions

Description 

Through this activity, generate questions about a text, and then classify their questions according to Bloom’s Taxonomy.  They organize their questions in a pyramid structure that reflects their levels of thinking.

Author 

Catherine Ullman-Shade

Learning Strategies 

  • Questioning

Lesson Plan Stages 

  • Investigation

Content Areas 

  • ELA
  • Math
  • Science
  • Social Studies

Learning Strands 

  • Listening
  • Numeracy
  • Reading
  • Speaking
  • Writing

Common Core Instructional Shifts 

  • Building Knowledge in the Discipline
  • Metacognition

Preparation 

  • Identify the text that you want students to focus on, or allow them to pick their own.
  • Create and copy oversized pyramid graphic organizers based on Bloom’s Taxonomy, with each section labeled.
  • Find and copy a pyramid model of Bloom’s Taxonomy that includes definitions and sentence stems/examples for each category of thought.

 

Activity Steps 
  1. Teacher reviews Bloom’s Taxonomy, and gives examples of the types of questions that might belong in each category. Teacher talks about the value of questioning in reading comprehension, and the value of asking questions of different types, that demand d

    It can be helpful to model using a familiar text, or a text that precedes or is related to the one the students will be reading. 

     

  2. Teacher distributes version of Bloom pyramid that includes question stems for each level. Students read the text, alone or in pairs. As they read, they brainstorm questions they have about the text and write each question on a post-it.

    Circulate among students, asking them to explain their thinking, and asking them, “what are you wondering?”  Model wondering aloud about aspects of the text, and make sure your model questions reflect a range of levels of Bloom. 

  3. Teacher distributes labeled but blank pyramid graphic organizer, and students read through each of their questions, classifying each one by level. Students stick the post-its in the appropriate levels.

    Circulate as students are working, and ask them about their thinking.  Ask them how they are deciding on their classifications.  Ask them about the value of each level of question.  Ask them about how they might go about answering each question.

  4. After sorting all their questions, students reflect on how the different levels of Bloom are represented. Students brainstorm additional questions for Bloom levels that have no or few questions.

    Encourage students to refer to the sentence stems for help, or to look back at the text.  Model generating questions of the levels that students are lacking.

  5. Students get into small groups, and each member discusses his/her best questions. Students talk about the value of each level of question in aiding comprehension and learning.

    Aim to sit with each group for approximately 3-6 minutes,  Listen to their thinking and conversation, and ask them about what they are noticing.  Help them to consider the classification of the questions, the distinctions among the questions, and the value of each type of question. 

  6. Students reflect on their learning alone or individually, orally or in writing.

    Students should respond to questions including:

    • How does this activity help you to understand what you read? 
    • How is each type of question helpful in your learning?
    • How does sorting the questions help you?
    • When might this activity be most useful for you? 
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