Questioning within the classroom has always been an effective tool in allowing teachers to track pupil progress and engagement. It has been estimated that secondary teachers ask approximately 300-400 questions a day (Leven & Long, 1981). Yet, given the profound effect questioning can have on the cognitive development of children most practitioners rely on low-level questions that focus on basic recall and rarely use questions that encourage critical thinking where pupils are engaging in a deeper level of understanding (Arslan, 2006) (McComas & Rossier, ND).
Blooms taxonomy is a hierarchical model of critical thinking which follows the thinking process of “you will never understand a concept if you do not first remember it” (Churches, 2008) and as such the deeper level of thinking that Bloom’s Taxonomy enables is the central principle of the Curriculum for Excellence (The Scottish Goverment, 2011). I decided to implement Bloom’s taxonomy into my classroom to try and promote deeper levels of thinking and understanding within my pupils. The implementation of Bloom’s taxonomy also enabled the improvement of differentiation within my classroom through being able to track pupil progress and through differentiated learning outcomes.
The aim of this enquiry was to see to what extent the critical thinking ability of pupils was developed through the use of Bloom’s Taxonomy and how this affected their confidence when selecting questions that would appropriately challenge themselves.