Bailey Mains

Biology with Science

Bellshill Academy

  • Digital Learning: Methodologies

What happens when Bloom’s Taxonomy is introduced to online learning?

Rationale

Questioning techniques can be used in formative and summative assessment, ultimately to
track and monitor pupils’ progress within the classroom (Walker, 2003). Although teachers
utilise questioning as a means of tracking pupil progress, often the questions are based on
recalling information rather than stimulating thought provoking answers from pupils. This
prevents them from feeling challenged (Marzano et al., 2001; Stronge, 2018). By stretching
beyond the recalling of information, pupils will be challenged in their efforts to dive deeper
into their thoughts to be more critical and engage further with the questions posed in the
classroom (Palincsar and Brown, 1984; King, 1992; Rosenshine, et al., 1996; Craig et al., 2000;
Etemadzadeh, 2013).
In order for pupils to critically think about their responses to questions, Bloom’s Taxonomy is
a method that can be adopted. Bloom’s is a level-based theory, whereby there are different
stages to encourage thinking, building from “Lower-Order Thinking” to the Higher levels or
“Higher-Order Thinking” (Bloom and Krathwohl, 1956; Anderson and Krathwohl, 2001). For
pupils to reach higher levels of thinking, I implemented Bloom’s style lessons to encourage
pupils to demonstrate their skills in a Higher Order Thinking approach.

Aims

This enquiry aimed to investigate the effects on learner’s ability to answer questions effectively
by developing skills in answering Bloom’s style questions in a learning environment.
Additionally, this enquiry considered pupil confidence in their own ability, to encourage
personal reflection.

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