This document discusses two important tools for promoting effective learning: questioning and Bloom's Taxonomy. Questioning continues to be an essential component of good teaching, as some believe a teacher's effectiveness can be measured by their ability to ask good questions. Bloom's Taxonomy is then explained as a hierarchy of learning objectives moving from basic recall to higher-order thinking skills like analysis, synthesis and evaluation. The levels of Bloom's Taxonomy - knowledge, comprehension, application, analysis, synthesis and evaluation - are defined in the document.

2.  Even in today's modern educational
practices, the art of questioning has remained
one of the best tools in promoting effective
learning.
 In fact, questioning continues to be an essential
component of good teaching.
 There are even some people who believe that
the effectiveness of a teacher can be measured
by his ability to ask good questions. And yet
too many teachers take this teaching tool for
granted, or use it carelessly.

4.  The photograph "Coal Breaker Boys" was taken in
Kingston, Pennsylvania, between 1890 and 1910. It is available in the
American Memory Collection Touring Turn-of-the-Century America:
Photographs from the Detroit Publishing Company, 1880-1920,

5.  1. Bloom's Taxonomy
evaluation
synthesis
analysis
application
comprehension
knowledge

6. •Wh- words, choose find, define, label, list match, spell
Knowledge
- recalling facts, terms basic concepts and
answers
•compare, contrast, infer demonstrate, interpret, explain, illustrate,
outline relate,rephrase translate, summarize, show, classify
Comprehension
- demonstrate understanding of facts by
organizing, comparing, translating, describing &
stating main ideas
•apply, build, choose, construct, develop interview, make use of,
organize plan, select, solve, utilize, model, experiment
Application
Solve problems to new situations by applying
acquired knowledge, facts, techniques, and rules
in a different way.

7. •analyze, categorize, classify, compare, contrast,
•discover, dissect, divide, examine, inspect,
•simplify, survey, take part in, test for, distinguish,
•list, distinction theme, relationships, function,
•motive, inference, assumption, conclusion
Analysis
Examine and break information
into parts by identifying motives
or causes. Make inferences and
find evidence to support
generalizations
•build , choose, combine, compile , compose ,
•construct, create, design, develop, estimate
Synthesis
Compile information together in
a different way by combining
elements in a new pattern or
proposing alternative solutions.
•Conclude, criticize, decide, determine , evaluate, judge, prove,
assess, deduct, perceive, opinion, recommend, agree
Evaluation
Present and defend opinions by
making judgments about
information, validity of ideas, or
quality of work based on a set of
criteria.

8.  The photograph "Coal Breaker Boys" was taken in
Kingston, Pennsylvania, between 1890 and 1910. It is available in the
American Memory Collection Touring Turn-of-the-Century America:
Photographs from the Detroit Publishing Company, 1880-1920,

9. Knowledge
When was this picture taken?
Where was this picture taken?

10. Comprehension
What is happening in this picture?
Why are these boys dressed like this?

11. Application
How would you describe the photograph to
others?
What caption would you write for this
photograph (say, in a newspaper)?

12. Analysis
Why are these boys here and not in school?
What do you know about their lives based on this
photo?

13. Synthesis
What might these boys say about their work
in an interview setting?
What might they say about their future?

14. Evaluation
What is the significance of this photo for the
time period depicted?
Compare this photo with one of three boys
from today of the same age. How are their
lives similar? How are they different?

16. 2.Galdon’s Collapsed Categories of
Teaching
Literal Critical Inferential Creative

17.  LITERAL LEVEL COMPREHENSION
- Understanding explicitly stated information.
- Reading along the lines.
Questions ask for:
- details
- sequence of events
- character traits
- cause and effect relationships

18.  INFERENTIAL LEVEL COMPREHENSION
› Understanding implicitly stated information.
› Reading between the lines.
Questions ask for:
- conclusions
- recognition of hidden meanings
- generalizations
- translations of old knowledge into new insights

19.  INFERENTIAL LEVEL COMPREHENSION
Examples:
What do you think Angelo should do?
What do you think was meant by……?
What evidence can you cite for the
inference?

20.  CRITICAL LEVEL COMPREHENSION
› Understanding of information so that value judgments
can be made.
› Reading beyond the lines.
Questions ask for:
- value of theories
- comparison and discrimination between and among
ideas
- choices and reasoning
- judgments

21.  CRITICAL LEVEL COMPREHENSION
Examples:
Does the character’s idea make sense? Why?
If you were the character, would you do the same
thing? Why?
Do you think the author chose the best title for
this story? Explain.
Differentiate fact from opinion?
Given the situation, what decision would you
make?

22.  CREATIVE LEVEL COMPREHENSION
› Involves making personal responses.
› Application of what has been read.
› Questions are geared for:
› action/ demonstration
› use of new methods, concepts into different situations
› solving problems and using skills and knowledge in
text

23.  CREATIVE LEVEL COMPREHENSION
Examples:
› Create a song/ poem/jingle/ rap/ dance that would
express how you understand the story.
› If you were the author, how would you end the story?
› What could be a better title for this story?
› Propose a solution to …….
› Organize a plan to…….
› Think of some new ways to ……
› Write a…..

26. The little prince went away, to
look again at the roses.
"You are not at all like my rose," he
said. "As yet you are nothing. No one
has tamed you, and you have tamed
no one. You are like my fox when I
first knew him. He was only a fox like
a hundred thousand other foxes. But I
have made him my friend, and now he
is unique in all the world."

27. "You are beautiful, but you are empty," he
went on. "One could not die for you. To be
sure, an ordinary passerby would think that
my rose looked just like you--the rose that
belongs to me. But in herself alone she is more
important than all the hundreds of you other
roses: because it is she that I have watered;
because it is she that I have put under the glass
globe; because it is she that I have sheltered
behind the screen; because it is for her that I
have killed the caterpillars (except the two or
three that we saved to become butterflies);
because it is she that I have listened to, when
she grumbled, or boasted, or ever sometimes
when she said nothing. Because she is my rose.

28. And he went back to meet the
fox.
"Goodbye," he said.
"Goodbye," said the fox. "And
now here is my secret, a very simple
secret: It is only with the heart that
one can see rightly; what is essential
is invisible to the eye."
"What is essential is invisible to
the eye," the little prince repeated, so
that he would be sure to remember.