In this article, the authors note that higher-level questions do not occur naturally in the process of instruction. Therefore, higher-level questions must be purposefully plan. At CHS, we have found that planning questions does not ensure the execution or delivery of questions written and documented in lesson plans. Therefore, we have developed questions stems to help teachers move a question at the lower level of Blooms to a higher-level - scaffolding of questions. Each department generate a list to best fit the content area.
After reading this article, teacher were asked to bring 5 keys learnings from the article to discuss within their PLCs.
We have discover that it is difficult to intentionally plan and execute the higher level questions in our classrooms too. We had to define at what point would be the proper time to execute a higher level question with in our lesson cycle and what do we consider the cycle of a lesson. During lesson planning sessions, we practice using higher level questions together so that teachers are comfortable with moving their lines of questioning from lower level of Bloom's to higher level of Bloom's.
ReplyDeletePart of this process must begin with small steps. Bringing these question stems to their PLCs is an excellent way to practice this process and eventually move to higher levels of Bloom's.
ReplyDelete