It is important to establish learning goals within a lesson in order for all to understand the purpose of the learning taking place. Through research by practitioners such as Paul Black and Dylan William (1998) it has become clear that by setting clear tasks and using appropriate questioning, purposeful learning can occur as students are more aware of what they are learning and why they are learning it. This understanding helps motivate students to achieve all tasks within any given lesson. If students feel more motivated in class, this can create a more focused and positive ethos within the classroom, department and whole school. Through using these strategies among others, students are also able to develop their higher order thinking skills by reflecting on what they have understood, applied and created within a lesson. In order for these higher order thinking skills to be developed, the appropriate strategies must be used to allow students to be engaged and motivated within a lesson, which ensures that purposeful learning can occur.
This enquiry aimed to investigate if using Blooms Taxonomy in the secondary sector within a drama classroom can motivate a class of S3 students to achieve all tasks within a lesson.