Mhari Henderson

Modern Studies

Bellshill Academy

  • Digital Learning: Methodologies

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

Rationale

It is estimated that a teacher asks approximately 300-400 questions each day. This equates to
almost 120 questions per hour (Vogler, 2008). This conveys the importance of questioning
within the learning environment and as stated by Black et al., (2003), questions should be an
integral part of classroom life and essential to every teacher’s pedagogical repertoire.
However, it has often been argued that there is an imbalance of questions often found
throughout teaching and much reliance is placed upon closed questions and lower order
questioning (Paramore, 2017). As a result, pupils are not exposed to higher ordering
questioning as often as they should be, which does not engage or resonate skills such as
problem solving and critical thinking.
Educational Psychologist Benjamin Bloom constructed a pyramid which categorised diverse
levels of learning. This facilitates and encourages the use of higher order questioning and
activities and resources that revolve around higher order thinking. This is beneficial as higher
order questioning encourages pupils to think beyond literal questions and promotes a variety
of thinking skills such as – analysing, evaluating and synthesising as opposed to simply
recalling information (Bogdanovich, 2014). Furthermore, using effective questioning can
promote pupil engagement (Dekker-Groen, 2015) and also can help educators consistently
keep abreast of pupil progress and understanding (Croom, 2005). These benefits have proven
to be extremely crucial – particularly with digital provision.
With the shift to digital learning, Bloom’s Taxonomy appeared an appropriate tool to gain a
deeper insight into pupil understanding. This was a suitable strategy as Bloom’s questioning
could be utilised both through the delivery of live lessons verbally but alternatively through
the use of PowerPoints and resources visually. Additionally, Bloom’s provided a visual aid to
pupils in order for them to witness their learning journey and their own progression through
the topic.

Aims

The focus of this enquiry was to utilise Bloom’s Taxonomy during online provision to
monitor pupil understanding of key concepts and for pupils to have a heightened awareness
of their learning journey through the current topic.

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