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  • Art of Questioning Summary

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    Magal Lanes
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    This document outlines the six levels of Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, and evaluation. 1. The levels progress from basic recall and understanding to more complex thinking skills. Knowledge involves recalling information, while comprehension involves explaining ideas. 2. Application refers to using information in new situations. Analysis breaks down information into parts, and synthesis combines parts to form a new whole. 3. Evaluation involves justifying a position or decision. Sample questions are provided for each level to illustrate the types of thinking required.

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    This document outlines the six levels of Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, and evaluation. 1. The levels progress from basic recall and understanding to more complex thinking skills. Knowledge involves recalling information, while comprehension involves explaining ideas. 2. Application refers to using information in new situations. Analysis breaks down information into parts, and synthesis combines parts to form a new whole. 3. Evaluation involves justifying a position or decision. Sample questions are provided for each level to illustrate the types of thinking required.

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    © All Rights Reserved
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    5 views2 pages

    Art of Questioning Summary

    Uploaded by

    Magal Lanes
    This document outlines the six levels of Bloom's Taxonomy: knowledge, comprehension, application, analysis, synthesis, and evaluation. 1. The levels progress from basic recall and understanding to more complex thinking skills. Knowledge involves recalling information, while comprehension involves explaining ideas. 2. Application refers to using information in new situations. Analysis breaks down information into parts, and synthesis combines parts to form a new whole. 3. Evaluation involves justifying a position or decision. Sample questions are provided for each level to illustrate the types of thinking required.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 2

    1. First Dimension: Knowledge or Literal REMEMBERING (KNOWLEDGE) 1. What is the title of the story?

    Understanding 2. Who are the characters?


    • A literal understanding of a selection Can the student recall or remember 3. Where does the grasshopper stay?
    provides the reader with the most information? 4. Why does the ant save food?
    basic structure through which the
    writer expresses his philosophy in
    life.
    • Answers to information or Wh-
    questions are explicitly stated in the
    text.

    2. Second Dimension: Comprehension or UNDERSTANDING (COMPREHENSION) 1. Compare the grasshopper and the ant.
    Interpretation (Grasping Fully
    the Writer’s Ideas) Can the students explain ideas or concepts? 2. Whatwords describe the ant? the
    • The reader is tasked to read between the grasshopper?
    lines to make inferences. Sufficient clues
    are given to enable the reader to arrive 3. What does the saying “Save for a rainy
    at the writer’s ideas. Questions on the day” mean?
    second dimension are still about the
    story though the answers are derived
    and not lifted from the selection.

    3. Third Dimension: Application APPLYING (APPLICATION)


    Can the students use the information in a Sample Question:
    The reader uses or applies learned materials new way? 1. If you were the grasshopper, what would
    in new and concrete situations, processes, you have done?
    effects, conclusions. 2. Why is it important to practice thrift and
    economy?

    Fourth Dimension: Analysis ANALYSING (ANALYSIS) 1. What is the writer’s purpose for writing
    The reader breaks down the material into Can the students distinguish between the story?
    component facts so that its organizational differences of parts?
    structure can be understood such as 2. Literary device did the writer use to make
    elements, hypothesis, statement of facts, the selection interesting to the readers?
    others.

    5. Fifth Dimension: Synthesis CREATING (SYNTHESIS) 1. Prove that the ant did right in storing
    • The reader puts parts together to food for the rainy day.
    form a whole new pattern, structure, Can the students create new product or point 2. Did the grasshopper deserve to go
    or design. He suggests or makes plans of view? hungry? Cite reasons for your
    of action. answer
    3. What can you say about people who
    recklessly spend their salary without
    thinking of saving a portion of it for
    future use? What advice can you
    give them?

    6. Sixth Dimension: Evaluation EVALUATING (EVALUATION) 1. What other things can you save in
    Can the students justify a stand or decision? order to economize?
    2. What ways can you suggest to save
    on the following
    - Food?
    - Electricity?
    - Water?
    - Clothing?
    - Other resources?

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