Essential Questions
Session 1
- What is to be included in the Case Study?
- What are the fundamental beliefs about Reading/Language Arts?
- What are the four interrelated domains of language?
- What is a BRI? (IRI)
- What are the basic procedures and how is the stage set for administering the BRI?
- What qualitative and quantitative information can be gained from a BRI?
- How is the inventory scored and interpreted?
Session 2
- What is the difference between assessment and evaluation?
- Overview of lesson plan for remediation.
- Discussion of frequently found areas of reading instructional need and remediation strategies: decoding, fluency, vocabulary, comprehension, brainstorm ideas for remediation
- What are the best methods and materials for teaching children to read?
- What significant problems arose during testing?
Teaching Reading by Viewing People Teaching Reading
Blooms Taxonomy Old and New
Using Bloom’s Taxonomy to Promote Critical Reading and Thinking
Contributed by Barbara Fowler, Longview Community
College.
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Bloom's Taxonomy divides the way people
learn into three domains. One of these is the cognitive domain that emphasizes
intellectual outcomes. This domain is
divided into categories or levels. The key words used and the type of questions
asked may aid in the establishment and encouragement of critical thinking,
especially in the higher levels.
Level 1: Knowledge - exhibits previously learned
material by recalling facts, terms, basic concepts and answers.
Key words:
who, what, why, when, omit, where, which, choose, find, how, define, label, show,
spell, list, match, name, relate, tell, recall, select
Questions:
What is . . . ? How is . . . ?
Where is . . . ? When did _______
happen?
How did ______ happen? How would you
explain . . . ?
Why did . . . ? How would you describe
. . . ?
When did . . . ? Can you recall . . . ?
How would you show . . . ? Can you
select . . . ?
Who were the main . . . ? Can you list
three . . . ?
Which one . . . ? Who was . . . ?
Level 2: Comprehension - demonstrating understanding
of facts and ideas by organizing, comparing, translating, interpreting, giving
descriptions and stating main ideas.
Key words:
compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer,
outline, relate, rephrase, translate, summarize, show, classify
Questions:
How would you classify the type of . .
. ?
How would you compare . . . ? contrast
. . . ?
Will you state or interpret in your own
words . . . ?
How would you rephrase the meaning . .
. ?
What facts or ideas show . . . ?
What is the main idea of . . . ?
Which statements support . . . ?
Can you explain what is happening . . .
what is meant . . .?
What can you say about . . . ?
Which is the best answer . . . ?
How would you summarize . . . ?
Level 3: Application - solving problems by applying
acquired knowledge, facts, techniques and rules in a different way.
Key words:
apply, build, choose, construct, develop, interview, make use of, organize,
experiment with, plan, select, solve, utilize, model, identify
Questions:
How would you use . . . ?
What examples can you find to . . . ?
How would you solve _______ using what
you have learned . . . ?
How would you organize _______ to show
. . . ?
How would you show your understanding
of . . . ?
What approach would you use to . . . ?
How would you apply what you learned to
develop . . . ?
What other way would you plan to . . .
?
What would result if . . . ?
Can you make use of the facts to . . .
?
What elements would you choose to
change . . . ?
What facts would you select to show . .
. ?
What questions would you ask in an
interview with . . . ?
Level 4: Analysis - examining and breaking
information into parts by identifying motives or causes; making inferences and
finding evidence to support generalizations.
Key words:
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
Questions:
What are the parts or features of . . .
?
How is _______ related to . . . ?
Why do you think . . . ?
What is the theme . . . ?
What motive is there . . . ?
Can you list the parts . . . ?
What inference can you make . . . ?
What conclusions can you draw . . . ?
How would you classify . . . ?
How would you categorize . . . ?
Can you identify the difference parts .
. . ?
What evidence can you find . . . ?
What is the relationship between . . .
?
Can you make a distinction between . .
. ?
What is the function of . . . ?
What ideas justify . . . ?
Level 5: Synthesis - compiling information together
in a different way by combining elements in a new pattern or proposing
alternative solutions.
Key Words:
build, choose, combine, compile, compose, construct, create, design, develop,
estimate, formulate, imagine, invent, make up, originate, plan, predict,
propose, solve, solution, suppose, discuss, modify, change, original, improve,
adapt, minimize, maximize, delete, theorize, elaborate, test, improve, happen,
change
Questions:
What changes would you make to solve .
. . ?
How would you improve . . . ?
What would happen if . . . ?
Can you elaborate on the reason . . . ?
Can you propose an alternative . . . ?
Can you invent . . . ?
How would you adapt ________ to create
a different . . . ?
How could you change (modify) the plot
(plan) . . . ?
What could be done to minimize
(maximize) . . . ?
What way would you design . . . ?
What could be combined to improve
(change) . . . ?
Suppose you could _______ what would you
do . . . ?
How would you test . . . ?
Can you formulate a theory for . . . ?
Can you predict the outcome if . . . ?
How would you estimate the results for
. . . ?
What facts can you compile . . . ?
Can you construct a model that would
change . . . ?
Can you think of an original way for
the . . . ?
Level 6: Evaluation - presenting and defending
opinions by making judgments about information, validity of ideas or quality of
work based on a set of criteria.
Key Words:
award, choose, conclude, criticize, decide, defend, determine, dispute,
evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on,
select, agree, interpret, explain, appraise, prioritize, opinion, ,support,
importance, criteria, prove, disprove, assess, influence, perceive, value,
estimate, influence, deduct
Questions:
Do you agree with the actions . . . ?
with the outcomes . . . ?
What is your opinion of . . . ?
How would you prove . . . ? disprove .
. . ?
Can you assess the value or importance
of . . . ?
Would it be better if . . . ?
Why did they (the character) choose . .
. ?
What would you recommend . . . ?
How would you rate the . . . ?
What would you cite to defend the
actions . . . ?
How would you evaluate . . . ?
How could you determine . . . ?
What choice would you have made . . . ?
What would you select . . . ?
How would you prioritize . . . ?
What judgment would you make about . .
. ?
Based on what you know, how would you
explain . . . ?
What information would you use to
support the view . . . ?
How would you justify . . . ?
What data was used to make the
conclusion . . . ?
Why was it better that . . . ?
How would you prioritize the facts . .
. ?
How would you compare the ideas . . . ?
people . . . ?
Reference: Quick Flip Questions for Critical Thinking,
based on Bloom's Taxonomy and developed by Linda G. Barton
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