Every day, teachers are required to make planned and spontaneous decisions about the children in their classroom in response to individual needs. Influential researchers such as Florian (2015) believe that by adapting an inclusive pedagogical approach towards teaching and learning, differences and challenges can be solved. Within the school, we are implementing a new teaching approach to Numeracy called ‘Cognitively Guided Instruction’ (CGI). Questioning is a vital component in the success of this teaching approach. It is argued that Bloom’s Taxonomy is an inclusive approach to teaching and learning as it contains six categories of cognitive skills that range from ‘less cognitive processing to higher-order thinking skills that require deeper learning and a greater degree of cognitive processing’ (Adams, 2015: 152; Noble, 2004); therefore it allows practitioners to differentiate the questions to suit the needs of all children within the classroom in an inclusive manner.
The aim of this enquiry was to investigate the effect of differentiated questioning within Numeracy by developing children’s critical thinking skills using Bloom’s Taxonomy.