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Improving Questioning in English
Based on Bloom’s Revised Taxonomy and including Metacognition
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
demand that schools ensure pupils are taught knowledge, as well as skills, in all subjects. It also reflects the research into effective teaching that
underpins the latest Ofsted handbook and draft grade descriptors.
The format used in this document 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…”
This is a really useful document for subject leaders and class teachers to support their planning and teaching and ensure challenge for all pupils.
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This document should be used within the purchasing organisation only.
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