Quality questions:
cognitively challenging
- create
- evaluate
- analyze
1. to present questions properly
2. to stimulate thinking productively
3. to use feedback effectively
4. engage all students
Quality questions:
cognitively challenging
- create
- evaluate
- analyze
1. to present questions properly
2. to stimulate thinking productively
3. to use feedback effectively
4. engage all students
Six Misconceptions about Bloom's taxonomy:
1. Level of thinking - Level of difficulty
2. High level verbs - high level questions
3. Same question/task at various levels
4. High level questions use multiple times
5. Open-ended questions are not necessarily high-level questions.
Multiple-choice questions are not necessarily low-level questions.
6. All questions for all people!
Role-play: creative level? remember level?
open-ended questions: with more than one right answer
- to encourage Ss to think differently
- to call for creative ideas
closed-ended questions
Strong & weak students: stratified teaching
- cognitively complex tasks only for strong Ss
- All students have potential to learn.
- high-achieving VS low-achieving
Pygmalion Effect
1. to raise level of expectations for all
2. to model thinking strategies
3. to provide enough opportunities
4. to offer encouragement and constructive feedback
5. not to get frustrated if students do not perform well
- Teacher's high expectations may result in an increase in student performance
cognitively engaging tasks
Quality questions are very important.
认知教育目标:识记 理解 运用分析 综合 评价
从基础知识 --理解能力---知识运用能力
-- 分析问题 解决问题的能力
--- 评价判断 形成自己的观点
analyze :to break down the passage onto deveral parts and find out hoe they are related to one another and to an overall structure.
facts or opinions(评价)
Critical Reading Course
Course objective 1
1. Text interpretation 文本解读 & quality questions
2. What and how much can I see?
3. Only vocabulary and grammar?
The limits of our reading teaching are the limits of our mind.
------He *aodong
Quality questions:
1. Too much language practice?
2. X "What does this mean?"
3. thought-provoking questions, more meaningful and effective
4. more cognitively challenging questions to engage thinking
quality questions 优质的问题
Cognitively challenging questions
Course objective 2
Quality questions
X Good questions, but students not engaged!
Use more "How" questions instead of "What"questions!
Bloom's Taxonomy 1
Bloom's Taxonomy, 1956
Uses of taxonomy
Bloom's finding
Anderson's revised taxonomy, 2001
1. Remember
Recall information:
-What, How...?
2. Understand
explain, give examples/main idea
-What, Why, Can...?
3. Apply
Use in another situation
-Translate/make sentences using "enthusiastic".
-Write a passage
4. Analyze
不等于分析
5. Evaluate
give judgments using criteria & standards
6. Create
form a functional whole, not necessarily sth. original or unique
Bloom's Taxonomy 2
-Different questions for different levels (remember, understand, analyze, evaluate, create)
-How to make creative questions?
How can we make it a creative question for all students?
The magic potion for creative questions is “as much as possible”.
enthusiastic
embarrassed
15 more minutes to produce
1.course objective
text interpretation and quality questions
text interpretation文本解读
what and how much we can see
not only the vocabulary and grammar, but also what we see in a text
the limits of our reading teaching are the limits of our mind.
what else can i teach?
Quality questions:
don't bore students with language practice,
let's try thought-provoking questions, more meaningful and effective
more cognitively challenging questions to engage thinking
quality questions优质问题
hide a part of the picture--more cognitively challenging
cognitive :认知
think harder-learn and remember better
knowledge-learning scientist
challenging questions based on easy texts
quality questions:
half of the p*ess
scenario
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom discovered that 95% of test questions for college students required only simple recall
How Bloom's taxonomy relates to critical thinking 1
qaulity questions&quality questioning
IRE-IRF
-- typical talk sequence in a traditional classroom
IRQA
-- Push for further thinking
-- desirable exchange pattern for a thinking classroom
managerial questions
memory questions: recall of information
higher-order thinking questions
"Oh, no" questions!
1. Level of thinking - Level of difficulty
2. High level verbs - high level questions
3. Same question/task at various levels
4. High level questions use multiple times
5. Open-ended questions are not necessarily high-level questions.
Multiple-choice questions are not necessarily low-level questions.
6. All questions for all people!
Role-play: creative level? remember level?
open-ended questions: with more than one right answer
- to encourage Ss to think differently
- to call for creative ideas
closed-ended questions
Strong & weak students: stratified teaching
- cognitively complex tasks only for strong Ss
- All students have potential to learn.
- high-achieving VS low-achieving
Pygmalion Effect
1. to raise level of expectations for all
2. to model thinking strategies
3. to provide enough opportunities
4. to offer encouragement and constructive feedback
5. not to get frustrated if students do not perform well
- Teacher's high expectations may result in an increase in student performance
cognitively engaging tasks
1. What do you think of the story today?
1. deep and insigtful thinking
2. Bloom's taxonomy
According to the taxonomy revised in 2001, critical thinking consists of analyze,evaluate and create, among which evaluate is composed of crtiquing,external evaluation and checking,internal evaluation.
reflectiong/self-regulation
HOT & LOT