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Engaging Students with Thought-Provoking Questions for Critical Thinking

This guide focuses on the importance and structure of thought-provoking questions in the classroom. Drawing on Bloom's taxonomy, it explores various levels of questioning, from knowledge and comprehension to analysis and synthesis. These questions help stimulate critical thinking and encourage students to connect personal experiences with academic concepts. By fostering deeper engagement, teachers can inspire thoughtful responses and enhance language skills, motivating students to share their insights and develop their analytical skills.

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Engaging Students with Thought-Provoking Questions for Critical Thinking

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  1. How to Ask Reading Questions 北一女中 寧曉君老師20110430

  2. Bloom, et al., 1956

  3. KNOWLEDGE • Remembering language, facts, theories; • memorizing; • recognizing; • recalling identification and • recall of information • Who, what, when, where, how ...? • Describe

  4. COMPREHENSION • interpreting • summarizing • Retell...

  5. APPLICATION • Use skills/strategies to complete a task. • problem solving; • applying information to produce some result; • use of facts, rules and principles • How is...an example of...? • How is...related to...? • Why is...significant?

  6. ANALYSIS • Break down information; categorize; organize • What are the parts or features of...? • Classify...according to... • Outline/diagram... • How does...compare/contrast with...? • What evidence can you list for...?

  7. SYNTHESIS • Combine information from different sources. • What would you predict/infer from...? • What ideas can you add to...? • How would you create/design a new...? • What might happen if you combined...? • What solutions would you suggest for...?

  8. EVALUATION • Critique information; conclude; provide an opinion • Do you agree...? • What do you think about...? • What is the most important...? • Place the following in order of priority... • How would you decide about...? • What criteria would you use to assess...?

  9. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state. • Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, • Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. • Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. • Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. • Evaluation: appraise, argue, assess, attach, choose compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate

  10. 2011 Oxford Day • “A good thought-provoking question is interesting.” • Makes you stop and think. • No easy answer. Students don’t know. Teachers don’t know. • We can’t predict how students will answer. • Carries some emotional charge. • Is a question we’ve faced in our own lives.

  11. Examples • Do you like your name? • What / Who makes you laugh? • How can you find a good job? • Why do we study other cultures? • What makes a happy ending? • What is the best kind of vacation? • When is honesty important? • Is it ever too late to change? • When is it good to be afraid?

  12. “The value of a thought-provoking question is multi-faceted.” • Stimulates students. • Connects with students at a very personal level; motivates students to communicate their ideas. • To answer requires not only good language skills, but the ability to think in English.

  13. “The value of a thought-provoking question is multi-faceted.” • Students know others will listen carefully, perhaps challenge their answers. This will naturally lead students to think of ways to support their opinions, perhaps with examples from their own life. • Thought-provoking questions push students to think critically—to naturally analyze, apply their ideas, and compare.

  14. 資訊融入教學資源網 • http://ftp.cdd.tkb.com.tw/customer/po2010030/ENG/entrance.htm

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