types of teachers questions should be leveled and challenging the students abilities , that can improve the student's competencies

1. LEVELS OF QUESTIONS IN
BLOOM'S TAXONOMY
EYL CO : DUAA ABDELRAHMAN

3. Attendance

4. • MOBILES OFF.
• GOOD PARTICIPANTS.
•
CLEAN UP AFTER GROUP WORKS

5. KWL IN GROUPS
2 MINS ONLY

6. WHAT DOES BLOOM’S TEXONOMY LEVELS MEAN ?
Taxonomy is an orderly
classification of items according to
a systematic relationship (low to
high, small to big, simple to
complex).

7. 6
5
4
3
2
1
• Evaluation
• Application
• Synthesis
• Analysis
• Comprehension
• Knowledge

8. WHAT ARE THE BLOOM’S LEVELS?
•Knowledge
•Comprehension
•Application
•Analysis
•Synthesis
•Evaluation

9. What are the levels of thinking skills ?

10. 1- remember – identify , name ,recall …
2- Understand – describe , discuss, explain , summarize
….
3- Apply – explain why , identify with , dramatize …
4- Analyze – compare / contrast , infer ….
5- Evaluate – express opinion , judge , defend/ criticize

11. A high-level question is never ….
A yes or no question
A question with a clear answer
A question with one correct answer
A high-level question is always ….
A question that each child will answer on his /her own way
A question developmentally appropriate for individual student
A question that encourages students to expand their thinking and perspectives

12. ARE THE TR’S
QUESTIONS
IMPORTANT ?

13. • Use these levels of questions to challenge
students in all grade levels with various
types of questions as defined by Bloom's
Taxonomy. They will be doing higher-level
thinking and you will have a more interesting
classroom! This Bloom's Taxonomy resource
includes an in-depth discussion of the
different levels of questioning with
suggested examples to help you form your
own higher-level questions to use in your
classroom.
The importance of Tr’s questions in the classroom

14.  Teachers frequently spend a great deal of
classroom time testing students through
questions. In fact, observations of teachers at all
levels of education reveal that most spend more
than 90 percent of their instructional time testing
students (through questioning). And most of the
questions teachers ask are typically factual
questions that rely on short-term memory.

15. SUCCESSFUL CLASSROOM
one all-important factor is key in the successful classroom: students tend
to read and think based on the kinds of questions they anticipate
receiving from the teacher. If students are constantly bombarded with
questions that require only low levels of intellectual involvement (or no
involvement whatsoever), they will tend to think accordingly. Conversely,
students who are given questions based on higher levels of thinking will
tend to think more creatively and divergently.

16. KNOWLEDGE
This is the lowest level of questions and requires students to recall
information. Knowledge questions usually require students to identify
information in basically the same form it was presented

17. Words often used in knowledge questions
include know, who, define, what, name, where, list, and when.
• What is the title of the story ?
• Who is the character
• Where are they ?
• What does Aisha like ? What
does Sahar have ?how many
eggs are there
• How many characters are in the
story ?
• What do you need to make
pancake
• What do you need to make soup
In your empty paper write
two qs that match the
knowledge level

18. COMPREHENSION
Simply stated, comprehension is the way in which ideas are organized
into categories. Comprehension questions are those that ask students
to take several bits of information and put them into a single category
or grouping. These questions go beyond simple recall and require
students to combine data together. Some examples of comprehension
questions include

19. describe, use your own words, outline, explain, discuss,
and compare.
• What is the main idea in the
story ?
• Describe Sahar in picture 2
?
• Use your own words to
explain what happened in
picture 3 ?
• Who said “this is tasty “
• What ingredients we need
to make a pancake
In your empty paper write
two qs that match the
comprehension level

20. APPLICATION
At this level, teachers ask students to take information they
already know and apply it to a new situation. In other words,
they must use their knowledge to determine a correct
response. Some examples of application questions include

21. Words often used in application questions
include apply, manipulate, put to
use, employ, dramatize, demonstrate, interpret, and choose.
• Work together to be better ?
In the classroom how can
we work together explain
how can we work together
in the classroom
• Use these words to
compose sentences ( cook –
tomatoes )
• Read the story
In your empty paper write
two qs that match the
application level

22. ANALYSIS
An analysis question is one that asks a student to break
down something into its component parts. To analyze
requires students to identify reasons, causes, or motives
and reach conclusions or generalizations

23. Words often used in analysis questions include analyze, why, take
apart, diagram, draw conclusions, simplify, distinguish, and survey.
• Why do you think Sahar is sad ?
• What do you think Sahar feels in
picture 2 ? Why ?
• Describe Reema ?
• Why for you think Reema’s soup
was very nice ?
• Why do you think that Sahar
cooked well at the end ?
• Differentiate between Reema and
Sahar .
• Give the story a title and why ?
• Although Sahar said in both
picture 2 and 6 let’s see what’s
different.. How is her feeling
In your empty paper write
two qs that match the
analysis level

24. SOME STRATEGIES TO ANALYZE

25. 1
2
3
4
5
Arrange the story in sequence
Sahar can cook now ( )
Reema’s soup is nice . ( )
Students are cooking at school ( )
Sahar can’t cook ( )
Mom helped Sahar to practice
cooking . ( )

26. Graphic
organizers

27. Mind maps
Charac
ters
Place
Main
idea
Beginni
ng
Ending
Why
Retitle
the
story
Think
about
anothe
r
ending

28. SYNTHESIS
Synthesis questions challenge students to engage in
creative and original thinking. These questions invite
students to produce original ideas and solve problems.
There's always a variety of potential responses to synthesis
questions

29. In fact, the prefix “syn” means together. Synthesizing a
text is the process of pulling together background
knowledge, newly learned ideas, connections, inferences
and summaries into a complete and original understanding
of the text. When students synthesize, they are made
aware of how their thinking changes and evolves as they
read a text.

30. Comprehensio
n

31. Words often used in synthesis questions
include compose, construct, design, revise, create, formulate, produce,
and plan.
• If you have the items (
tomato – cucumber- lettuce
– oil-) what would you do
with them ?
• How would you use these
items to make a dish ?
In your empty paper write
two qs that match the
synthesis level

32. Classify

34. Puzzle game
collect parts

35. EVALUATION
Evaluation requires an individual to make a judgment about
something. We are asked to judge the value of an idea, a candidate,
a work of art, or a solution to a problem. When students are
engaged in decision-making and problem-solving, they should be
thinking at this level. Evaluation questions do not have single right
answers

36. Words often used in evaluation questions
include judge, rate, assess, evaluate, What is the best
…, value, criticize, and compare.
•“Do you think that the mother
did the right thing?
• Do you think that Sahar is
hard working ?
• Do you like the story ?
• How would you feel if ..
• What do you think about the
tr as she gave Sahar
another chance to cook ?
• Who is smart ?
In your empty paper write
two qs that match the
evaluation level

38. Good cook – jealous - persistent – shy – smart – bully

39. Do you like the story ?
This
Photo
by
Unknown
Author
is
licensed
under
CC
BY-SA

40. Write next to each activity .its learning level

44. Evaluate the workshop

46. References
 Designing Discussion Questions using Bloom’s Taxonomy: Examples* – University
Center for Teaching and Learning (pitt.edu)
 Bloom's Taxonomy Questions for Students – Teacher Vision
 https://www.classroomnook.com/blog/synthesizing-a-text