Applying Blooms Taxonomy of Cognitive Processes

Thinking Useful Some potential activities

rocesses verbs Sample question stems and products

KNOWLEDGE tell What happened after? Make a list of the main events

list How many? of the story.

Make a time line of events.
describe Who was it that? Make a fact chart.
relate Can you name the? Write a list of any piece of

locate Describe what happened at? information you can

write Who spoke to? remember.
List all the animals in the
find Can you tell why?
story.
state Find the meaning of?
Make a chart showing
name What is? Make an acrostic.
Which is true or false? Recite a poem.

COMPREHENSION explain Can you write in your own Cut out or draw pictures to

interpret words? show a particular event.

Illustrate what you think the
outline Can you write a brief
main idea was.
discuss outline? Make a cartoon strip showing
distinguish What do you think could have the sequence of events.
predict happened next? Write and perform a play

restate Who do you think? based on the story.

Retell the story in your own
translate What was the main idea?
words.
compare Who was the key character?
Paint a picture of some aspect
describe Can you distinguish
of the story you like.
between? Write a summary report of
What differences exist the event.
between? Prepare a flow chart to

Can you provide an example illustrate the sequence of

of what you mean? events.

Make a colouring book.
Can you provide a definition
for?
APPLICATION solve Do you know of another Construct a model to

show instance where? demonstrate how it will work.

Make a diorama to illustrate
use Could this have happened
an important event.
illustrate in? Make a scrapbook about the
calculate Can you group by areas of study.
construct characteristics such as? Make a papier-mch map to

complete Which factors would you include relevant information

examine change if?
classify Can you apply the method
used to some experience of
your own?
What questions would you ask
of?
From the information given,
can you develop a set of
about an event.
Take a collection of
photographs to demonstrate a
particular point.
Make up a puzzle game using
ideas from the study area.
Make a clay model of an item
in the material.
Design a market strategy for

instructions about? you product using a known

Would this information be strategy as a model.

Dress a doll in national
useful if you had a?
costume.
Paint a mural using the same
materials.
Write a textbook about for
others.

ANALYSIS analyze Which events could not have Design a questionnaire to

distinguish happened? gather information.
examine If happened, what might the Write a commercial to sell a

compare ending have been? new product.

Conduct an investigation to
contrast How was this similar to?
produce information to
investigate What was the underlying
support a view.
categorize theme of? Make a flow chart to show the
identify What do you see as other
critical stages.
explain possible outcomes? Construct a graph to illustrate
separate Why did changes occur? selected information.
Make a jigsaw puzzle.
advertise Can you compare youre with
Make a family tree showing
that presented in?
relationships.
 Can you explain what must
have happened when?
How is similar to?
What are some of the
problems of?
Can you distinguish
between?
What were some of the
motives behind?
Put on a play about the study
area.
Write a biography of a person
studied.
Prepare a report about the
area of study.
Arrange a party. Make all the
arrangements and record the
steps needed.
Review a work of art in terms

What was the turning point in of form, colour and texture.

the game?
What was the problem with?

SYNTHESIS create Can you design a to? Invent a machine to do a

invent Why not compose a song specific task.

Design a building to house
compose about?
your study.
predict Can you see a possible Create a new product. Give it
plan solution to? a name and plan a marketing
construct If you had access to all campaign.
design resources, how would you deal Write about your feelings in

imagine with? relation to

Write a TV show, play,
improve Why dont you devise your
puppet, show, role play, song
propose own way to?
or pantomime about
devise What would happen if?
Design a record, book or
formulate How many ways can you?
magazine cover for
Can you create new and Make up a new language code
unusual uses for? and write material using it.
Can you write a new recipe for Sell an idea.
Devise a way to
a tasty dish? Compose a rhythm or put
Can you develop a proposal new words to a known
which would? melody.

Prepare a list of criteria to

EVALUATION judge Is there a better solution to?
judge a show. Indicate
select Judge the value of
priority and ratings.
choose Can you defend your position
Conduct a debate about an
decide about...?
 justify Do you think is a good or issue of special interest.
Make a booklet about five
debate bad thing?
rules you see as important.
verify How would you have
Convince others.
argue handled?
Form a panel to discuss
recommend What changes to would you
views, for example, Learning
assess recommend?
at School.
discuss Do you believe? Write a letter to advising on
rate Are you a person? changes needed at
prioritize How would you feel if? Write a half-yearly report.
Prepare a case to present
determine How effective are?
your view about
What do you think about?

ART OF QUESTIONING

WHAT IS QUESTIONING?

Key technique in teaching

Used for variety of purposes

FACTS ABOUT QUESTIONING

Used to change the mood/tempo, direction of the discussion

Stimulate students to activity

Requires skill

Developed logically and segmentally to promote/improve student learning

Required for good and effective teaching

TYPES OF QUESTIONS

Convergent Questions
 what, who, when or where

used to drill learners on vocabulary, spelling and oral skills but not
appropriate for electing thoughtful responses

useful when applying the inductive approach and requires short and
specific information from the learners

referred to as low-level questions because they:

merely recall or retrieves facts and information from the text

make the learners repeat and define ideas found in the text

require memorization of facts

Divergent or Open Questions

asked to elicit new information that is broader and much less predictable

referred to as high level type of questions because they make learners

think critically

they:

make children do more than simple recall of information / facts

require learners to interpret, analyze, and synthesize information

require high level of thinking processes and creative thinking using

such operations as how and why

require the learners to make judgments

PURPOSE OF QUESTIONS

Arouse interest and curiosity

Focus attention on an issue

Stimulate learners to ask questions

Diagnose specific learning difficulties

 Encourage reflection and self-evaluation

Promote thought and the understanding of ideas

Review content already learned

Help recall specific information

Reinforce recently learned materials

Manage or remind students of a procedure

Teach through students answers

Redirect or structure the flow of ideas

Allow expression of feelings

SIX COGNITIVE LEVELS OF LEARNING / QUESTIONING

1ST Level: Knowledge ----------------- memorize, recall, label, specify,

define, list, cite, etc.

2nd Level: Comprehension ------------ describe, discuss, explain,

summarize, translate, etc.

3rd Level: Application ----------------- solve, employ, demonstrate,

operate, experiment, etc.

4th Level: Analysis --------------------- interpret, differentiate, compare,

contrast, categorize, discourses, etc.

5th Level: Synthesis ------------------- invent, develop, design, assemble,

hypothesize, generalize, etc.

 6th Level: Evaluation ------------------ criticize, judge, interpret, predict,

recommend, value, etc.

STAGES IN FORMULATING QUESTIONS

Planning

Plan key questions

Arrange questions in logical sequence

Conceptualize questions at various cognitive levels

Adapt questions to the ability of the learners

Presentations

Phrase questions clearly

Ask divergent questions at various cognitive levels

Encourage active participation; call on volunteers as well as non-

volunteers

Ask as many learners as possible to answer certain questions

Refrain from asking very difficult questions to avoid embarrassing the

learners

Give learners enough time to think about the answers

Change your position and move around the room

 Call on disruptive students

GUIDELINES FOR QUESTIONING TECHNIQUE

Wait time the interval between asking a question and the students response

Prompting uses hints and techniques to assist students to come up with a

response successfully

Redirection involves asking of a single question for which there are several
answers; used in high level questioning

Probing a qualitative technique used for the promotion of effective thought

and critical thinking, provides the students a chance to support or defend a stand
or point of view

DONTS IN ASKING QUESITONS

Ask yes or no questions.

Ask indefinite or vague questions.

Ask guessing questions.

Ask double or multiple questions.

Ask suggestive or leading questions.

Ask fill-in questions.

Ask tugging questions.

Call the name of a student before asking a question.

Answer a question asked by the student if a student should know the answer.

Repeat questions or answers given by the students.

Exploit bright students or volunteers.

Allow choral responses or hand waving.

Allow improper speech or incomplete answers to go unnoticed.

CLASSROOM MANAGEMENT

WHAT IS CLASSROOM MANAGEMENT?

refers to the operation and control of classroom activities; involves the ability
to maintain order and sustain pupil attention.

WHAT ARE THE PURPOSES OF CLASSROOM MANAGEMENT?

To minimize the occurrences of discipline problems.

To increase the proportion of classroom time devoted to constructive and
productive activity.

3 Cs OF CLASSROOM CONTROL

Content- facilitate the delivery of instruction

Conduct- promotion of orderly and safe learning environment

Context- emphasis is on communication rather than physical elements

associated with classroom settings.

TYPES OF CONTROL

Preventive Control- aimed at minimizing the onset of anticipated discipline

problems through planning.

Supportive Control- aimed at directing students behavior before it becomes

a full blown problem

Corrective Control- seeks to discipline students who have not been faithful
to the standard of good conduct

TECHNIQUES OF CONTEXT MANAGEMENT

Setting Management

Teach pupils to form various groupings and return to standard

arrangement with minimum confusion.

Identify traffic routes and clean the way.

Organize supplies and materials for activities that occur frequently.

 Rules must go with territory and insist on respect for them.

Do not use the first few minutes of a class session to collect for them.

Overlapping techniques is useful for collection and distribution of

materials.

Prepare for transition by planning distinct types and sequences of

teacher, pupil activity (e.g. checking homeworks, presentation of new materials,
giving assignment, monitoring network).

Arrange furniture that will facilitate overall monitoring, making a visual

sweep of the room and detecting work problems or social distractions.

Employ low profile classroom controls.

Arrange the physical setting to minimize visibility and accessibility.

Develop and use nonverbal signals to express impatience and

disapproval (e.g. eye contact, hand gestures, cleaning ones throat, facial frowns).

Teach and model self-management skills.

Instructional Management

involves gaining and maintaining the cooperation of students in activities that

make use of full classroom time

Analyze instructional activities, duration, space required, type and

number of students, resources needed and expected behavior for management
requirements.

Arouse students to become active participants and sustain pupil

involvement through thoughtful and systematic planning.

Develop the three clusters of instructional management skills

Movement Management- refers to maintenance momentum and

making transitions from one topic to another

Group Focus- ability to maintain group alertness and sustain a

concerted effort

Avoidance of satiation, minimize impediments to progress through

Restructuring the program

 Variety for interesting encouragement

Challenge to test intellectual abilities

Techniques of Conduct Management

Assertive Management Style

establish a conduct code

set limits to conduct inside and outside classroom

manage consequences of enforced rules whether good or bad

good- verbal praise, a valued privilege, tangible recognition

bad- a verbal reprimand, loss of privileges or deprivation of

tangible recognition

seek the support of principal and parents

encourage self- discipline with positive feedback to sustain the process

Techniques of Context Management

Respect students as being human beings than valuing them for what
they can do.

Perceive phrasing rather than controlling your purpose in teaching.

Tend to be more concerned with larger rather than smaller issues.

Self- revealing than self-concealing.

Tend to be personally involved rather than alienated.

Capitalize an interpersonal relationship of trust and confidence as

solution to discipline problem.

Utilize eight step problem solving as a solution to discipline problem.

Steps
Get involved with students: become friends; express concern for the
students as a person.
Deal with the students present behavior, avoid being a historian.
Get students to make a value judgment about what they are doing.
Help students develop a plan to change their behavior
 Get commitment from the students to stick to the plan.
If the students fail to keep the plan, dont ask for or accept any
excuses.
Dont punish and dont criticize the student for broken plans but dont
interfere with reasonable consequences.
Never give up; go back to step 3 and start over again.

Utilize class meetings as a solution to discipline problems.

BEHAVIORAL MODIFICATION APPROACH

the use of rewards to increase the occurrence of appropriate behavior and
punishments to reduce the likelihood of inappropriate behavior.
Questions to Consider
What is the specific behavior that requires modification (increase, reduction,
elimination)?
When does the bahavior occur?
What are the consequences of the bahavior? / What happens in the classroom
when the bahavior is exhibited?
How do these consequences reinforce inappropriate behavior?
How can the consequences be altered?
How can appropriate behavior be reinforced?
Basic Principles
Behavior is shaped by its consequences not by the causes of problems in the
history of the individual or by group conditions.
Behavior is strengthened by immediate reinforcers. Positive reinforcers are
praise or rewards. Negative reinforcers take away or stop something that the
student doesnt like.
Behavior is strengthened by systematic reinforcement (positive or negative).
Behavior is weakened if not followed by reinforcement.
Students respond better to positive reinforcers than they do to punishment
(aversive stimuli). Punishment can be used to reduce inappropriate behavior,
but sparingly.
When a student is not rewarded for appropriate or adaptive behavior,
inappropriate or maladaptive behavior may become increasingly dominant
and will be utilized to obtain reinforcement.
Constant reinforcement- reinforcement of a behavior every time it occurs-
produces the best results, especially in learning conditioning situations.
Once the behavior has been learned, it is best maintained through
intermittent reinforcement.
Intermittent reinforcement schedules include (a) variable ratio, supplying
reinforcement at unpredictable intervals, (b) fixed ratio, supplying
 reinforcement after a preselected number of responses and (c) fixed intervals,
supplying reinforcement are preselected intervals.
There are several types of reinforces, each of which may be positive or
aversive.
Rules are established and enforced. Students who follow rules are praised and
rewarded in various ways. Students who break rules are either ignored and
reminded about appropriate behavior or punished immediately.
Models- are effective in modifying behavior to the degree that they capture
attention, hold attention and are imitated. The best models are those that
individuals can identify with on the basis of one or more of the following
traits:
sex personality
age
attractiveness
ethnicity
competence
physical
power
attractiveness ability to reward
imitators
Techniques in Building Good Discipline:

Demonstration. Students know exactly what is expected. In addition to

having expected behavior explained to them, they see and hear it.

Attention. Students focus their attention on what is being depicted or

explained. The degree of attention correlates with the characteristics of the
model (teacher) and characteristics of the students.

Practice. Students are given opportunities to practice the appropriate

behavior.

Corrective feedback. Students receive frequent, specific and immediate

behavior is suppressed and corrected.

Application. Students are able to apply their learning in classroom

activities (role playing, modelling activities) and other real-life situations.

Strategies for Managing Problem Students

Accept students as they are but build on and accentuate their positive
qualities.

Be yourself. Students can recognize phoniness and take offense at such

deceit.
 Be confident; take charge of the situation and dont give up in front of the
students.

Provide structure, since many of these students lack inner control and are
restless and impulsive.

Explain your rules and routines so students understand them. Be sure your
explanations are brief, otherwise you lose your effectiveness and you appear
to be defensive or preaching.

Communicate positive expectations that you expect the students to learn

and your required academic work.

rely on motivation and not on your prowess to maintain order; an

interesting lesson can keep the students on task.

Be a firm friend, but maintain a psychological and physical distance so your

students know you are still the teacher.

Keep calm and keep your students calm, especially when conditions become
tense or upsetting. It may be necessary to delay action until after class
when emotions have been reduced.

Size up the situation and be aware of undercurrents of behavior, since these

students are sizing you up and are knowing manipulators of their
environment.

Anticipate behavior, being able to judge what will happen if you or student
decide on a course of action may allow you to curtail many problems.

Expect, but dont accept, misbehaviour. Learn to cope with misbehaviour but
dont get upset or feel inadequate about it.

PUNISHMENT

Guidelines for Using Punishments

Dont threaten the possible. Make sure the punishment can be carried out.

Dont punish when you are at a loss for what else to do or in an emotional
state. The quiet, cool approach is more effective than the angry, emotional
approach.
 Dont assign extra homework as well as the subject.

Be sure the punishment follows the offence as soon as possible. Dont

impose punishment two days after the student misbehaves.

Be sure the punishment fits the misbehaviour. Dont overact to mild

behavior or underplay or ignore serious misbehaviour.

be consistent with punishment. If you punish one student for something,

dont ignore it when another student does the same thing. However,
students and circumstances differ, and there should be room for
modification.

Dont use double standards when punishing. You should treat both sexes the
same way and low-achieving students the same way.

Give the students the benefit of doubt. Before accusing or punishing

someone, make sure you have the facts right.

Dont hold grudges. Once you punish the student, put the incident behind
you and try to start with a clean slate.

Dont personalize the situation. React to misbehaviour, not the student.

Document all serious incidents. This is especially important if the behavior

involves sending the student out of the room or possible suspension.
PREVENTIVE DISCIPLINE
refers to establishing control systems in the classroom and avoiding the
breakdown of controls
involves a series of strategies to modify the surface behavior of the students
so they are engaged in appropriate classroom tasks
also involves preventing students from getting out of control by reacting to
small, manageable incidents before they become bug and unmanageable.

UTILIZATION OF INSTRUCTIONAL MATERIALS

GENERAL GUIDELINES FOR USING INSTRUCTIONAL MATERIALS

Purpose
Ask yourself what you are trying to accomplish and why this instructional aid is
important.

Define Objectives
 Clearly defined objectives are essential for planning the lesson and selecting
and using instructional aids.

Flexibility
The same instructional aids can satisfy many different purposes.

Diversity
Use a variety of materials, media and resources to develop and maintain
student interest of students.

Development
Instructional aids must be related to the age, maturity, ability and interest of
students.

Content
You must know the content of the instructional materials to determine how to use
them and how to make the best use of them.

Guide learners
Focus students attention on specific things to attend while viewing, listening or
reading the materials.

Evaluation results
Check students reactions and consider your own reactions to the instructional
aids.

GUIDELINES FOR USING TEXTBOOKS

Do not become so hypnotized by the textbook that you follow it rigidly.
Before they begin to read, question students about their knowledge of what is to be
read.
Adapt the textbook to the needs of the students and the objectives of the lesson.
Teach students how to interpret and use aids in the text, such as table of contents,
headings, marginal notes, illustrations and index.
With another teacher or chairperson, learn to appraise the worth of the textbook.

GUIDELINES FOR USING WORKBOOKS

The following should be taken into consideration when using workbooks:

Objectives Content average

readability Audio-visuals
Utility Learning theory
Cognition Physical characteristics
Pedagogical aids Teaching training
 GUIDELINES FOR USING THE CHALKBOARD
Write legibly and large enough for all to see.
Use the chalkboard as if you were writing on paper.
While writing, stand to one side of the board as mush as possible so you can
maintain
eye contact with students.
Dont talk toward the chalkboard while writing on it.
Organize your chalkboard work ahead of time.
Dont clutter the board.
If you abbreviate, use standard forms.
Dont get embarrassed or show resentment if you make a mistake and a student
corrects.
Erase the chalkboards completely after you finish and keep them clean.
If you are working with young or low achieving students, write in complete
sentences.

GUIDELINES FOR USING FILMS, FILMSTRIPS AND FILM SLIDES

Keep the film list up to date.

Preview the film to make sure it is appropriate to students interests and maturity
level and to familiarize yourself with the material.

Be sure all the students can see the screen.

Prepare the students fir the presentation.

Use the equipment properly.

View the film without interruption, if possible.

Allow time for the discussion of the film.

GUIDELINES FOR USING OVERHEAD PROJECTORS

Keep the materials up to date.

Arrange ahead of time to have the projector and other necessary materials
available when you need them.

Prepare the materials before class begins.

Label materials properly for filing and reshowing

 Explain and discuss each of the projected materials.

Shut off the machine when it is not in use during discussions.

GUIDELINES FOR USING TELEVISION

Select programs to coincide with the learners level of interest and maturity and
with instructional objectives.

The classroom television should have at least a 21-inch screen.

Lights should be left on if students are to take notes.

There should be no glare or reflected light on the screen.

Before a program viewed, give students any necessary background data and tell
them what to expect.

Avoid using the program as a lecturing device or a substitute for instruction.

Ask students to save questions until the end of the program.

The ideal program lasts no longer than two-thirds of the subject period so there
is time for introduction and summary.

GUIDELINES FOR USING VIDEOSYSTEMS

Be sure the use of videosystems is compatible with and leads to attainment of

course objectives.

Preview the most promising systems and programs.

Find out what supporting services and support the supplier equipment and
materials will provide.

Monitor student responses in interactive programs for purposes of diagnosis and

evaluation.

Be sure the video accomplishes your instructional purpose.

 GUIDELINES FOR USING COMPUTERS AND COMPUTER SOFTWARE

A company that produces, distributes or sells computers or computer material

should be willing to provide a number of services.

If only one computer is available for class use, you will have to devise large group
instruction or divide the class into smaller groups that take turns at the computer.

Establish criteria for use based on the objectives of your subject and the abilities
and needs of your students.

The software should be sound in terms of instructional and learning theory.

The software should be capable of being integrated with their software and with
traditional materials into a comprehensive curriculum and instructional package.

You should know what supporting materials are available that can interface with
your computer hardware and software.

Periodically, review and evaluate the software for quality and varity on a team
basis.

GUIDELINES FOR USING TELECOMMUNICATIONS

Decide just what you want the system to do.

Consider use of the system in relation to the abilities, needs, an interest of your
students.

Be sure that the system is easy to use and that the instructions are easy to follow
for students and for you.

Be sure the system is manageable- that is not only will you know how to use it,
but also you will be able to supervise students at the same time they use it.

consider both the cost and reputation of the company who will install and repair
the equipment.

Factors Affecting
 Technophobia. It refers to ones fear to the use of technology due to his/her limited
exposure to new ideas and new equipment.
Inhibition of human contact. Educational technology limits to contact between
teachers and pupils
Economic. Utilization of new educational technology causes one to run short of
budget in buying in buying expensive and soon to get out of date technology.
Reliability.It refers the difficulty in relying to new and sophisticated media especially
when faced with technical problems.
Lack of local production ability. It refers the unavailability of commercialized
programs that really fit with the local curriculum content or language wise.
No standardization.It refers to the incompatibility among different brands of
microcomputer operating systems.
Lack of integration in the classroom.The success of the use of new media depends to
a large extent on the ability to integrate such technology in the curriculum right at
the planning stage and not as an after thought.

Levels of Questioning

Levels of Questioning may be understood from the perspective of Benjamin Blooms

Taxonomy of objectives in the cognitive domain. According to this taxonomy, questions and
learning activities are categorized as follows.

Type Thinking
Category Required Examples Associated Words
Knowledge/ Recognizing or What is the name of? Define, recall, recognize,
What is the capital of?
Memory Recalling remember, list, identify,
What color did the
recite, review, name,
solution become when
reproduce
we added the second
chemical?
Who wrote Hamlet? Who, what, where, when
Comprehension Demonstrating What is the main idea Describe, compare and
understanding of? contrast, rephrase, put in
How would you
your own words, explain
describe? the main idea
How would you
explain?
Application Solving a Using the rules you Apply, classify, use,
problem with a have learned, choose, employ, write an
correct answer calculate example, solve, show,
Which principle
translate, make, illustrate,
applies? teach, demonstrate,
In each of the following
diagram/map/record/chart
cases, which Newtons
law is being
How many, which, what is
demonstrated?
According to our
definition of socialism,
which of the following
nations would be
considered a socialist
today?
If Joshua works three
hours to wash the car
and it takes Abigaile
only two, how many
hours would it take
them to wash the car
together?
What rule is
appropriate for case
study 2?
Analysis Critical thinking To identify Identify motives or
breaking a whole motives/reasons/causes causes, draw conclusions,
component into for specific occurrences: determine evidence,
parts for purposes What factors influenced support, analyze,
of making the writings of compare/contrast,
inferences and Shakespeare? order/sequence,
drawing To consider and analyze summarize,
conclusions available information to categorize/dissect,
reach a conclusion, deduce, investigate,
inference or justify, classify
generalization based on
the information Why
 Look at this new
invention. What do
you think the purpose
of this invention is?
To analyze a conclusion,
inference, or
generalization to find
evidence to support or
refute it.
What evidence can
you cite to validate
that smoking
cigarettes is more
harmful thank drinking
alcohol?
Synthesis Divergent, original To produce original Predict, produce, write,
thinking communication design, develop,
Combining and How would your life be synthesize, construct,
reorganizing different if schools were create, improve, devise,
components to not mandatory? solve, imagine,
produce a new To make predictions hypothesize, combine,
whole Construct a collage of estimate, invent

pictures that represents

your idea of PEACE. How can we improve?

How would you

measure the height of a What would happen if?

building without being

able to go into it? Can you devise?

How can we solve?

Evaluation Judging in relation What is the least costly Judge, argue, decide,
to define standards solution to the evaluation, assess, give
or criteria problem? your opinion, verify, rate,
Did the individual break select, recommend,

the law in this conclude

situation?
Which is the better
picture?

Which is the solution?

Do you agree?

Would it be better?