Asking questions is a key aspect of teaching, in fact teachers ask up to two questions every minute, up to 400 in a day, which is around 70,000 a year (Hastings, 2003). From these statistics it’s clear to see that questioning plays a pivotal part in the classroom. While other hierarchical systems have been developed over time, it is Bloom’s taxonomy, which was published in 1956, that is still the de facto standard (Forehand, 2011).
Asking questions provides teachers with immediate feedback on what the pupils in front of them know, understand and what can be improved upon. Even so, research has shown that teacher led talking is overwhelmingly prevalent, rather than exchanges which elicit higher order thinking from pupils (Pollard, 2014). The aim of this enquiry is to experiment with asking a wider range of questions, especially in-depth questions that promote higher order thinking.
Bloom’s questioning technique is based on six categories; Knowledge, Comprehension, Analysis, Application, Synthesis and Evaluation. This method of questioning is designed to promote higher order thinking, stimulate classroom discussion, and enhance understanding.
As a practitioner I wanted to expose my pupils to Bloom’s taxonomy questioning, and record the impact it had on individuals, my own teaching, as well as the class as a whole.
The aim of this study is to implement Bloom’s taxonomy questioning within the classroom, and to assess what impact it has individually on pupils, on my own teaching experience, and the class as a whole.