Vogler (2005) found that teachers ask between 300-400 questions per day; which can be as much as 120 questions per hour based on the subject matter and the type of lesson, which is being delivered. The researcher also found that these questions demonstrate low level cognitive abilities as they only require the pupils to recall previous knowledge or information that they have already learned.
Due to the practical nature of PE, it was important to set progressive higher order thinking tasks which provided pupils with a chance to take responsibility for their own learning through various features of ‘creation’. The teacher will take a step back from being the lead role within the class to allow pupils to take on higher order thinking tasks.
Bloom’s Taxonomy offers a progressive structure for teachers and pupils alike (Blooms, 1956). It provides pupils with an opportunity to build upon the knowledge they already have and draw upon new knowledge in order to further their learning. The enquiry will be carried out to investigate the effect Bloom’s Taxonomy and Higher Order Thinking tasks can have within a classroom.
The aim of this enquiry was to use Bloom’s Taxonomy to construct higher order thinking activities an S1 class during a block of possession games, and recorded the impact it had on each pupil and their effect it had on learning within the classroom.