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Blooms Taxonomy

Discussion in 'Primary' started by acorns123, Apr 4, 2012.

  1. Hi

    Ive heard a lot about Blooms Taxonomy and did loads on it at uni and was wondering if anyone could give me some examples of how to plan for questioning using this approach in maths. Taking addition as an example with a year 1 class - adding using the counting on method. Can anyone give me some examples of questions based on Blooms Taxonomy? Hope that makes sense,a bit waffley tonight. Thank you.
     
  2. With regards to questionning and a year 1 class I would suggest you are thinking of question stems that ask the children to
    What words were you saying in your head when you worked out the answer?
    You will be wanting the children to recognise that you aren't going to "remember" all the answers to all the possible calculations. So you look for a more efficient strategy. To do that you have to identify the different ways, evaluate them for efficiency, and make a choice.
    Ask them to explain their strategy to a talk partner or to a scribe to be written down if they can't.
    With regards to "analysing" perhaps they can talk about which strategy they think is most efficient and draw it on a number line.
    Is it easy to do, in your head, with your fingers and toes, with manipulatives, on a scaffold such as an empty number line, by drawing their own picture?
    10 + 13 - counting on by 1s, by 3 and 10, or 10 and then 3...etc.
    Can they tell you wether they start with the bigger number in their head first or the smaller number and why, Which one is easier, more efficient. Can they write out their own instructions to teach someone else how to count on?
    What skills do you need to be able to count on? (Knowing which number is higher, partners to ten, near doubles etc that might be helpful).
    If you google question stems for Blooms it might help you find some that would suit or have them up on a wall where you can see them and then can refer to them easily during teaching or plenary time. It is hard to pre plan for questions as it all depends on extending the chidlren from where they are and what answers they give you in a verbal exchange.
     

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