Page 5 - Improving Teacher Questioning

Bloom’s Taxonomy of cognitive objectives was originally developed in the
1950s by Benjamin Bloom and revised by Anderson and Krathwohl.

This resource has been designed to support teachers in developing effective
questioning based on these revisions and utilising the ‘Knowledge Dimension’
as it has been applied to each stage of the taxonomy.

Focusing on the acquisition of knowledge recognises the recent Ofsted
emphasis that schools ensure pupils are taught knowledge, and skills, in all
subjects.

The format also acknowledges metacognition as a proven way to rapidly
improve pupils’ learning and progress. The Education Endowment
Foundation’s ‘Teaching and Learning Toolkit’ states, “Metacognition and
self-regulation approaches have consistently high levels of impact.”

The questions in the subject sections of this book are designed as a starting
point for adults and are provided as examples to be adapted by individual
teachers and teaching assistants. Where applicable, the questions are
based on the National Curriculum Programme of Study (2014).

Ideally, the pupils will also be involved in asking their own questions and
developing an awareness of their own learning, following the principles of
metacognition.

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