Kieran Walsh

Primary Teacher

St. Timothy's Primary

  • Bloom's Taxonomy

What Happens When Differentiated Questioning Is Used In The Classroom?

Rationale

Practitioner enquiry plays a vital role in that of Scottish education and the enquiry which I choose to develop further was one which was a prevalent issue within my class. I wanted to focus on the area of differentiation as I am in a composite class and have wide gaps between pupil’s abilities across the class and within each of the year groups. A recent Curriculum for Excellence briefing states that differentiation is a vital process in meeting the needs of the individual children in the class (Education Scotland, 2015). The briefing goes on to state how this can be achieved in a number of ways. As a group we decided to focus on the process of asking questions, which then lead to the focus being on based on Bloom’s Taxonomy questioning. Strasser and Mufson (2015) state that using Higher Order Thinking Skills (HOTS) can allow pupils to be more self-driven in their learning. The enquiry which I have set out to complete is also a focus within my school improvement plan.

Aims

The aim of this enquiry was to investigate how each learner could be challenged using Bloom’s Taxonomy in Literacy.

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