How can we differentiate questioning using Bloom's Taxonomy?

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In today's diverse classroom, teachers encounter a variety of different learning levels and a multitude of learners. As teacher we must utilize various questioning strategies to reach all levels of learners and help connect them to the content. Using the levels of Bloom's Taxonomy as a guide, teachers can create differentiated questions for all levels of learners.

What is Bloom's Taxonomy?

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions students encounter require them to think only at the lowest possible level...the recall of information.
Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here. (from Office Report)
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Using Bloom's Taxonomy in Questioning

By using a variety of verbs in classroom questioning, teachers can elicit different levels of thought from students and accomodate different levels of student knowledge and ability.

Sample Questioning Stems:

Remembering: Identification and recall of information
Who, what, when, where, how, describe, list
Understanding: Organization and selection of facts and ideas
Retell (in your own words)
Applying: Use of facts, rules, principles
How is _ an example of _
Analyzing: Separation of a whole into component parts
What are the parts of features of _
Classify _ according to _
Evaluating: Development of opinions, judgments or decisions
Do you agree or disagree and why
Creating: Combination of ideas to form a new whole
How would you create/design a new _
Sample Bloom's Question Stems



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Levels with Student Products


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