Teaching Your Child Homeschool Podcast – 06 - Show Notes
This episode is full of information about cognitive skills, learning, improving your ability to ask questions. Hope you get as much from this episode as we did.
Bloom’s Taxonomy of Cognitive Skills
- Knowledge– Most basic level of comprehension.
- Examples of words that personify this level of understanding - Define, Test, Identify, Describe, Match, Locate, Name, Tell, Remember
- Comprehension– One step beyond basic knowledge but still not the kind of understanding we are after.
- More examples - Explain, Summarize, Interpret, Rewrite, Convert, Example, Draw, Own words
- Application– This is where things start to get interesting.
- More examples still - Show, Apply, Write, Classify, Operate, Construct, Demonstrate
- Analysis– This is where real understanding starts to take hold. Memory retention at this level skyrockets and opinions are formed about the ideas.
- Compare, Contrast, Dissect, Deduct, Infer, Analyze, Categorize
- Synthesis– At this level analysis mixes with creativity and new ideas are born.
- Create, Suppose, Design, Compose, Combine, Rearrange, What if
- Evaluate– This is the top tier of cognitive ability where ideas can be examined from many different perspectives. This is where you want to strive to take your kid’s education as well as your own level of understanding.
- Judge, Appraise, Debate, Criticize, Support, Conclude, Justify
Common questioning errors:
- Habitually repeating question or the students responses
- Asking too many questions at once
- Asking a question and answering it yourself
- Asking only the brightest and most likeable students
- Asking the same types of questions
- Asking questions in a threatening manner
- Not giving students a chance to think
- Not correcting wrong answers
- Ignoring answers
- Failing to see the implications of answers
- Failing to build on answers
Improving your questioning ability:
Increasing the amount of time you wait for an answer after asking a question offers these benefits:
- Length of student response increases
- Student initiated and appropriate responses increases
- Student failure to respond reduced
- Student confidence in responding increases
- Student speculative responses increase
- Student-to-student interaction increases while teacher focused instruction decreases
- Student evidence to support statements increases
- Number of student questions increases
- Participation of student identified as a slow learner increases
- Variety of student responses increases.
There are two types of wait time associated with a question: prior to the answer and then after the answer. Increase both for wait times for maximum benefit.