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Task 1

1) The document discusses how using higher-order questioning based on Bloom's Taxonomy can develop students' scientific thinking skills and apply to any subject area. 2) It provides an example of how asking critical thinking questions improves attention to detail, comprehension, and problem-solving. 3) A teacher engaged students in various activities across subjects and used questioning to develop their thinking, with the science lesson on the five senses eliciting the most engagement as students enjoyed discussing their senses.

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56 views

Task 1

1) The document discusses how using higher-order questioning based on Bloom's Taxonomy can develop students' scientific thinking skills and apply to any subject area. 2) It provides an example of how asking critical thinking questions improves attention to detail, comprehension, and problem-solving. 3) A teacher engaged students in various activities across subjects and used questioning to develop their thinking, with the science lesson on the five senses eliciting the most engagement as students enjoyed discussing their senses.

Uploaded by

api-317358702
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TP Task 1 – Promoting Scientific Thinking

This task is linked to ECE3703; using higher level questions (Bloom’s Taxonomy) to develop
students’ thinking. Teaching students the skills of scientific thinking is not only for science
class, but can be applied to any area of learning.
Explain how “Teacher asking these critical thinking questions or higher order
questioning relates to questions, that’s developing all levels of thinking. The question
Bloom’s taxonomy and keeps students to improve attention to detail, as well as an increase

student learning. in their comprehension and problem-solving skills” (Lewis, 2017).

Reference Lewis, B. (2017, March 17). Blooms Taxonomy -The Incredible


Teaching Tool. Retrieved from
https://www.thoughtco.com/blooms-taxonomy-the-incredible-
teaching-tool-2081869

Question(s) asked by Was


Engagement the teacher thinking
Activity time How did the students’ respond?
given? If
(& subject & LO) yes, how
much?
Math: Number “1- How many cubes - Yes. - They were interacting with
10” playing with should we add to - 1 min. teacher, and try to guess
Lego. Students number 5 right.
develop their - High engagement with the
cognitive and activity.
recognize the
number.

Science: the five How we should - Yes. - Exciting to talk about the
senses. The distinguish between - 2 min. things that they can try it
students will sort each sense? with their sense.
each picture to
the appropriate - High engagement with the
sense. To activity.
recognized each
sense.

English: Form - How to make letter - Yes. - Enjoying while using the
letter \A\ with \A\? - 1 min. playdough to form letter /A/.
Playdough. - Show me your - High engagement with the

Students develop magic finger to activity.

their fine motor write letter /A/?


skills.
Remembering the
letters while they
form it with Lego
or playdough.
English: Find letter - How many letters - Yes. - The students were focusing
\F\ between the \F\ you found? - 2 min. to find the letters.
letters. - Who will write the - High engagement with the

Students identify letter /F/ for us in activity.

and recognize the board?


letter \F\ between
the other letters.
On reflection:
(i) Which question(s) did the students engage with the most? Why do you think
that was?
- The students were engaged during the science lesson while they trying their five
senses, (flower, perfume, lemon, music, cotton). They enjoyed on this lesson
because my MST gives the students an opportunity to discuss their feeling when
they touch, smell, hear, see, taste, the things that they use it in their daily life.
(ii) Which engagement activity were the students most engaged with? Why do
you think that was?
- The students were enjoying the idea of the activity, “who can help me to find the
letter /A/ between other letters to stick all the apple letters on the tree?”. The MST
choose three students to find the letter /A/ to stick it on the tree because the students
like to find missing letter. Also, that shows the MST if the students recognized the
uppercase and the lowercase of letter /A/ with enjoyed the activity because they
have a time to finished.

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