This document discusses how to promote critical thinking in students through effective questioning. It outlines Bloom's Taxonomy of cognitive levels, from lower order questions that require basic recall to higher order questions that require analysis, evaluation and creation. Higher order questions help students learn how to inquire and examine information more deeply. The document provides examples of different types of questions for the story "Goldilocks and the Three Bears" at each cognitive level. It emphasizes using more open-ended questions that have multiple possible answers and sparking students' curiosity through questions rather than simply providing answers.
Lesson Plan in Reading
Topic: Elements of Narrative
Reference: Joy in Learning English 5
Materials: Visual materials and big book
Values: Teamwork and Contenttedness
(MST) Test Construction and Material
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
CREDIT/s: education-portal
Lesson Plan in Reading
Topic: Elements of Narrative
Reference: Joy in Learning English 5
Materials: Visual materials and big book
Values: Teamwork and Contenttedness
(MST) Test Construction and Material
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
CREDIT/s: education-portal
What is thinking & higher order thinking?
How to improve higher order thinking?
Why do we ask questions?
Principles of questioning
Strategies to use when student respond?
Strategies to use when student don’t respond
Strategies for responding to student questions
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How libraries can support authors with open access requirements for UKRI fund...
Critical thinking and questions goldilocks
1. Any Questions?
How Asking the Right Questions Can Promote
Critical Thinking
Nancy Burkhalter, PhD
Senior English Language Fellow
LIPETSK, RUSSIA
APRIL 11-12
2. Effect of ‘dead’ questions
• Students’ thinking turns off.
• They give up responsibility for thinking.
• No more investigation is needed.
• Questioning stops.
• Curiosity dies.
3. Lower Order vs. Higher Order
At what temperature does
water freeze at sea level?
What year did Mexico
obtain its independence
from Spain?
Why does water near bridges
and in cities freeze later in
the winter than water in
lakes in rural areas?
How did Mexico’s movement
for independence from
Spain affect people in
neighboring countries?
4. How do higher level questions
help learning?
Students learn how to
inquire, question, seek, and
examine information.
5. Thinking is driven by questions,
not answers.
Richard Paul
Foundation for Critical Thinking
17. Application Questions:
Use in new context
• use methods, concepts, theories in new
situations
• solve problems using skills or knowledge
Question Cues:
apply, demonstrate, calculate, show, solve,
examine, relate, change, classify, experiment,
assess, chart, construct
18. Examples of Application Questions
1.Draw a map showing Goldilock's house, the
path in the forest, the bear's house, etc.
2. Show through action how
Goldilocks sat in the chairs,
ate the porridge, etc.
3. How were the bears like real people?
19. Analysis Questions:
Apply to other questions or areas
• see patterns
• organize parts
• identify components
Question Cues:
analyze, order, explain, compare, infer,
discriminate, illustrate, outline, distinguish,
why
20. Examples of Analysis Questions
1. How did each bear
react to what Goldilocks
did?
2. How would you react?
3. Compare Goldilocks
to any of your friends.
21. Evaluation Questions:
Judge, measure, compare
• compare and discriminate between ideas
• assess value of theories, presentations
• predict, draw conclusions
Question Cues:
assess, decide, rank, grade, test, measure,
recommend, convince, select, justify, explain,
discriminate, support, conclude, compare
22. Examples of Evaluation Questions
1. Why were the bears angry with Goldilocks?
2. What do you think she
learned by going into that
house?
3. Would you have gone in the
bear's house? Why/why not?
23. Create Questions:
Generate new ideas or insights
• use old ideas to create new ones
• generalize from given facts
• relate knowledge from several areas
Question Cues:
combine, integrate, modify, rearrange, plan,
create, design, invent, what if?, compose,
formulate, generalize, revise, synthesize
24. Examples of Creation Questions
1. Do all bears act like humans?
2. Do you know any other stories
about little girls or boys who escaped
from danger?
3. Make a puppet, then
act out its part in the story.
25.
26. A lesson using Bloom’s taxonomy
of questions
“The Global Child”
International adoption and parental
responsibility
27. Remember
list, define, tell, describe, identify, show, label, collect,
examine, tabulate, quote, name
1. What country is Raquel from?
2. What does the word indigenous
mean?
28. Comprehension
summarize, describe, contrast, associate, distinguish, diffe
rentiate, discuss, paraphrase, explain
1. Why did Raquel’s mother give her
up for adoption?
2. Summarize the commentator's main
idea.
29. Application
apply, demonstrate, calculate, show, solve, examine, relate
, change, classify, experiment, assess, chart, construct
1. What would you ask Raquel’s birth
mother about giving her daughter up for
adoption?
2. Can you relate any of Raquel’s feelings to
your own life?
30. Analysis
analyze, order, explain, compare, explain, infer,
discriminate, illustrate, outline, distinguish
1. Why do you think Raquel dropped
her camera?
2. Why does Raquel spend so much
time in bed when she gets home?
31. Evaluation
assess, decide, rank, grade, test, measure, recommend,
convince, select, judge, explain, discriminate, support,
conclude, compare
1. Do you think adopted children should visit
their country of birth? Why or why not?
2. What problems do you think they might
have as a result of being adopted?
32. Create
combine, integrate, modify, rearrange, plan, create, design, inven
t, what if?, compose, formulate, generalize, revise
1. Statistics show that Russians want Russian
orphans to be adopted by Russians. If that is
so, why are so few adopted by them?
2. Imagine you are Raquel. Write a diary entry
from her perspective on the day she went to
her old house.
35. Assessment of
open-ended questions
1. Grade on
originality, completeness, organization, logic,
connection to task, etc.
2. Grade each other’s answers.
3. Write questions they have about the issue.
4. Research their questions and write an
essay/give a talk.
5. Never grade higher level questions “right or
wrong.”
36. To summarize
• Foster critical thinking with questions
requiring higher order skills: analyze, and
evaluate, and create.
• Empower your students. Ask them to think for
themselves.
38. References
Bartel, M. (2004). Encouraging creative thinking with
awareness and discovery questions. Retrieved Nov. 1, 2012,
from http://www.bartelart.com/arted/questions.html#tests
Bloom's taxonomy. Retrieved Oct. 24, 2012, from
http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html
Bloom’s taxonomy of six different levels. Retrieved Dec. 5, 2012,
from http://courseweb.unt.edu/gmayes/documents/Blooms_Taxonomy.html
Dalton, J. & Smith, D. (1986). Extending children’s special abilities
– Strategies for primary classrooms, pp 36-7. Retrieved Nov. 1,
2012, from http://www.aisa.or.ke/uploaded/downloads/aisa2010conference/
Judy_Wooster_Workshop_Handout_Applying_Blooms_Taxonomy.pdf
Numrich, C. (Ed.) (2010). The global child. Raise the issues (pp.
42-63). White Plains, NY: Pearson.
Editor's Notes
Water freezes at 0 degrees C. and 32 degrees F.Mexico independence - 1821
It may be important for students to know these facts, but simply knowing them does not ensure that they will be able to use the facts to solve problems or make important decisions
Socrates 399 BC killed because he was corrupting the youth by fostering their intellectual development and encouraging them to question the status quo.
Grasping (understanding) the meaning of informational materials.
The War and Peace question may be a bit harder because the answer cannot really be found in the text but must be a result of thinking about the entire book.
The use of previously learned information in new and concrete situations to solve problems that have single or best answers.
The breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations.
Creatively or divergently applies prior knowledge and skills to produce a new or original whole.
Creatively or divergently applys prior knowledge and skills to produce a new or original whole.
Grasping (understanding) the meaning of informational materialsIt is important to take an adopted child to his country of origin so the child can understand his heritage.
The use of previously learned information in new and concrete situations to solve problems that have single or best answers.
The breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations.
Judging the value of material based on personal values/opinions, resulting in an end product, with a given purpose, without real right or wrong answers. Answers to questions can be judged on originality, completeness, organization, and other factors.
Creatively or divergently applying prior knowledge and skills to produce a new or original whole.
