Rachel Tighe

Modern Studies

St. Margaret's High

  • Bloom's Taxonomy

What Happens When Differentiated Questioning Is Used In The Classroom?

Rationale

In 1956, Educational Psychologist Benjamin Bloom constructed a pyramid to categorise different levels of learning; which has been embraced by many practitioners and retains its importance to educational theory. Bloom’s Taxonomy reflects different forms of thinking and views thinking is an active process
In helping pupils become producers of knowledge, the teacher’s main objective is to create and facilitate activities or environments that allow them opportunities to engage in higher-order thinking. By doing this learning becomes profoundly more meaningful, relevant and progressive. Whereas simply engaging in basics, learning becomes superficial and the key facts are forgotten as quickly as they are taught. As a group, we all agreed on the importance of differentiating learning so that it is accessible to all. We decided to assess the impact of applying Bloom’s Taxonomy to differentiate questioning
methods.

Aims

The aim of this project was to measure what happens when Bloom’s Taxonomy is used to differentiate questioning within Modern Studies.

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