TP Task One – Promoting Scientific Thinking

This task is linked to EPR3703; using higher level questions (Bloom’s Taxonomy) to develop
students’ thinking. Teaching students the skills of scientific thinking are not only for science
class but can be applied to any area of learning.

The teacher must plan a lesson, which includes a variety of activities and questions,
forcing the students to think and function at each level of the taxonomy. This is the
teacher’s opportunity to be creative. The teacher prepares questions and activities
related to all levels of the taxonomy directly related to the content of study. As a
How teacher, you are only limited by your imagination as to the activities you suggest your
questionin students complete. You do, however, still need to teach and provide information so
g relates the students can complete these tasks. Students can be grouped according to need
to Bloom’s or ability, so the teacher can provide. Also, Students can be involved in creating a
taxonomy variety of products to show their understanding and level through think in terms of
and utilizing a variety of senses to produce final products. For example, in visual skills the
student students can use the puzzles, pictures, flash cards, etc., and in the kinesthetic skills
learning? they must to use role-play, dramatics, essay, or journal, etc. Therefore, once you are
comfortable using different levels of activities and questioning, I think you will find
the time well spent. Your job will be more interesting and exciting, and this is why
Bloom’s taxonomy questioning are very important to use it for any classroom not
only in science class.

Ziff. B. (n.d). Utilizing Bloom's Taxonomy in classroom. Retrieved from

Reference http://www.calstatela.edu/sites/default/files/centers/spedintern/hints11bloomtaxon
omy.pdf

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 On reflection:
(i) Which question(s) did
the students engage
Was with the most? Why do
How did the
Engagement Activity Question(s) thinking On Reflection you think that was?
asked by the time given? students’
(& subject & LO) (ii) Which engagement
teacher If yes, how respond?
much? activity were the
students most engaged
with? Why do you think
that was?

Redirection Prompting Rephrasing Motivation Probing

The teacher gives
Learning objective: I think the them a short story
teacher used and ask from them to
Lesson 1 The students will be Can you The students the probing put the punctuation
able to identify and write a bring their questions for marks in the right
English classify between the paragraph Yes, two literacy note the students, place.
class: and using minutes. book and each because they
punctuation marks.
the right one wrote already know I think this is a good
(punctua punctuation different what the activity, because it
tion marks? speech and punctuation helps them to
Marks) they use the marks are, develop their reading
right but they skills through they
punctuation don’t know read the sentences
marks. where to put and they will know
them in the well how to use the
sentences. punctuation marks in
the right place.

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 Learning Objectives: 1. What the - I noticed that the
definition of I think the most question the
fauna? - Two - In pairs, each teacher students engage with
The students will be minutes partner will use the is what is your
able to Observe and for talking talk and listen prompting habitat, because the
2. What is and to think. questions, they know the
identify different kinds
Lesson 2 the thinking. because he answer of this
of animals (fauna) and definition of asked from question and they
plants (flora) in their flora? the were exited to share
students to their answers with
school area by
Science identify if the whole class.
recording movie and 3. What is - They will be there is the
class:
taking pictures. your - Three asked to talk flora and - Also, the students
(Habitat) habitat? minutes about the fauna in were enjoyed with
for flora and their this engagement
The engagement answering fauna which habitat. activity when they
activity: Elicit the 4. Is the are found in knew and identified
meaning of flora and flora and their habitat. the flora and fauna
fauna found that they found in
fauna from the pupils.
in your their habitat.
habitat?

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 Learning Objectives: - I think the most
1. Where is - Two - The students I think the questions that the
water found minutes discuss with teacher students engage with
LO1: The students will
on earth? for talking their groups. used the when the teacher
be able to identify and and redirection asked them where is
describe parts of the 2. Where thinking. questions water found on
Lesson 3 does water for the earth, and where
water e.g.
come from? - They record students, does water come
condensation and their answers because from. Because they
evaporation. on the board. these responded faster
3. How does - Two questions with these two
water get minutes help guide questions and they
LO2: The students will from one for record them to the know the answers
Science be able to apply place to their - They share answer by from their previous
class: knowledge of water another on answers their answers prodding knowledge.
Earth? and with whole them to
(Water cycle by writing a results on class. perhaps - Also, I noticed the
Cycle) creative story, the board. think about most engagement
creating a cartoon 4. What why the activity the students
happens in question engage with is when
strip and making
puddles? - Two was asked they worked
poster about the minutes and to try to together in group to
water droplet. for understand think and discuss
5. Where sharing their about the water
does water their ideas instructor's cycle. I believe that
The engagement go? with the thinking. the collaborative
activity: In groups whole learning is very
pupils will be given class. important in
questions to discuss education, because it
their answers. develops higher level

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of students thinking
skills and it can
create an
environment of
active, involved,
exploratory learning.

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