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In your subject groups, come up with a lesson idea with supporting key questions based on the revised Bloom's taxonomy. Key in your questions for your group in the Google Slides template [here]

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Question:

Why do we ask questions in class?

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Questions:

1) What do we have to consider when planning for key questions?

2) What challenges might you foresee in enacting your group's lesson idea?

3) How might you be able to overcome those challenges?

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The order of the Bloom's taxonomy levels of thinking have been jumbled up. Rearrange the levels of thinking in the correct order and match the corresponding questions to the correct level.

Click [here] to access your group's Canva page.

Note: You may scroll to your group's page at the bottom.

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1) Consideration:

lesson objective

language standard used appropriate for students

2) Challenges:

Is it suitable for all students accross their readiness (HP/MP/LP)I

3) Overcome challenges:

scaffolding

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Dear teachers, please sit in your respective subject and level group as shown below.

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Dear teachers, please sit in your respective subject and level group as shown below.

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Group 1 - EL (LP) [Facilitator: Nicole]

Group 2 - EL (UP) [Facilitator: Malar, Shermin]

Group 3 - MT (ML & TL) [Facilitator: Norfidah]

Group 4 - MT (CL) [Facilitator: Ivy]

Group 5 - MA (LP) [Facilitator: Shu Jun]

Group 6 - MA (UP) [Facilitator: Shu Jun]

Group 7 - SC (MP) [Facilitator: Qiuwen]

Group 8 - SC (UP) [Facilitator: Hui Min]

Group 9 - Music & Art [Facilitator: Teresa]

Group 10 - PE [Facilitator: Teresa]

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Click on the link below to access the STP IBL Link (Login to OPAL required).

https://www.opal2.moe.edu.sg/csl/s/singapore-teaching-practice/wiki/page/view?title=Chapter+14%3A+Inquiry-based+Learning+%28IBL%29%3A+Understanding+and+Enacting+the+Journey+in+Learning

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- To check for understanding
- To connect them with learning outcome
- To call for higher order thinking
- spark further inquiry

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1. To check for students' understanding.

2. To engage students in critical thinking.

3. Sharing of ideas, and to tap on collective wisdom, allow students voice.

4. Stimulate curiosity.

5. Differentiated instructions.

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1) To seek clarification

2) To check for understanding

3) To get students to share their opinions, thoughts, experiences, ideas etc.

4) To promote oracy and develop them into confident communicators

5) To check if they are paying attention

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To clarify students' thinking

Check for understanding

Elicit prior knowledge

Create a culture of questioning and curiosity

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To check for students' understanding

To get students to think about an idea/conjecture

To clarify students' understanding on what has been taught

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To check for understanding

To consolidate learning

To stimulate thinking

To help students rephrase and organise their points

To make thinking visible

To check if students are paying attention

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1. Clarification and Understanding before moving to next chapter

2. Active Engagement

3. Critical Thinking & MTV - deepen their understanding and promotes higher-order thinking skills and make

4. Feedback for Teachers: clarifying misunderstanding and adjust teaching

5. Encouragement of Curiosity. foster a sense of curiosity

6. Improve communication Skills.

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Asking questions in class is a fundamental aspect of effective teaching and learning, particularly within the framework of Inquiry-Based Learning (IBL). Here are several reasons why asking questions in class is important:

1. Stimulates Critical Thinking:

- Questions encourage students to think critically and analytically. They must evaluate information, consider various perspectives, and develop reasoned arguments.

2. Promotes Active Learning:

- By asking questions, teachers engage students in the learning process. It transforms students from passive receivers of information to active participants who interact with the content.

3. Encourages Curiosity and Exploration:

- Questions can spark curiosity and drive students to explore topics more deeply. This aligns with the principles of IBL, where students learn by investigating and questioning.

4. Assesses Understanding:

- Questions help teachers gauge students’ understanding of the material. They can identify misconceptions and areas where students struggle, allowing for timely intervention and support.

5. Develops Communication Skills:

- Responding to questions helps students articulate their thoughts clearly and confidently. It fosters communication skills that are essential for collaboration and problem-solving.

6. Promotes Engagement and Motivation:

- Well-crafted questions can capture students' interest and motivate them to engage with the subject matter. It makes learning more dynamic and enjoyable.

7. Encourages Higher-Order Thinking:

- Asking open-ended questions encourages higher-order thinking skills, such as analysis, synthesis, and evaluation, which are critical for deep learning and understanding.

8. Facilitates Differentiated Instruction:

- Teachers can use questions to differentiate instruction, tailoring them to meet the diverse needs and abilities of students. This ensures that all students are challenged appropriately.

9. Fosters a Culture of Inquiry:

- Regular questioning promotes a classroom culture where inquiry is valued. Students become accustomed to questioning, investigating, and seeking evidence, which are key components of IBL.

10. Encourages Reflection:

- Questions prompt students to reflect on their learning processes and outcomes. Reflection helps students make connections between new and existing knowledge, leading to deeper learning.

11. Builds Confidence:

- When students are given the opportunity to respond to questions, they build confidence in their knowledge and abilities. It helps them become more self-assured learners.

In the context of Inquiry-Based Learning, questions are not just a teaching tool but a central part of the learning process itself. They guide students’ investigations, encourage them to seek out new knowledge, and help them construct their understanding of the world. By fostering a questioning mindset, teachers prepare students to become lifelong learners who are capable of independent inquiry and critical thought.

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to know the children's understanding

a reflection for the teacher herself/himself

a good way to check on students who are not focusing / engage students

giving students opportunity to voice their opinions

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Sure! Here are some lesson ideas for a Singapore Primary School Chinese Language class, organized around key questions based on the revised Bloom's Taxonomy. Each set of questions aims to stimulate different levels of cognitive processes, from remembering and understanding to creating.

### Topic: 我的家庭 (My Family)

#### 1. Remembering

Objective: Recall basic vocabulary and information about family members.

- Question: 你家里有哪些成员？请说出他们的名字和关系。

- (Who are the members of your family? Please tell their names and relationships.)

#### 2. Understanding

Objective: Demonstrate understanding of the family structure and roles.

- Question: 你能描述一下你爸爸妈妈的工作吗？他们是做什么的？

- (Can you describe what your parents do for work? What are their jobs?)

#### 3. Applying

Objective: Use knowledge of family vocabulary and structure in new situations.

- Question: 如果你的朋友来你家做客，你会怎么介绍你的家人？

- (If your friend comes to visit your home, how would you introduce your family members?)

#### 4. Analyzing

Objective: Examine relationships and roles within a family.

- Question: 你觉得在家庭里，爷爷奶奶和爸爸妈妈的角色有什么不同？为什么？

- (What do you think are the differences between the roles of grandparents and parents in a family? Why?)

#### 5. Evaluating

Objective: Judge and support the importance of family members.

- Question: 你认为在家里，谁的角色最重要？请解释你的理由。

- (Who do you think has the most important role in your family? Please explain your reasons.)

#### 6. Creating

Objective: Create a story or project about their family.

- Question: 请写一个关于你家庭的故事，包括每个家庭成员的特点和你们一起做的一件有趣的事情。

- (Please write a story about your family, including the characteristics of each family member and an interesting thing you did together.)

### Topic: 我的爱好 (My Hobbies)

#### 1. Remembering

Objective: Recall vocabulary related to hobbies.

- Question: 你有哪些爱好？请列出三个你喜欢的活动。

- (What hobbies do you have? Please list three activities you like.)

#### 2. Understanding

Objective: Explain reasons for liking certain hobbies.

- Question: 你为什么喜欢这些爱好？请解释一下。

- (Why do you like these hobbies? Please explain.)

#### 3. Applying

Objective: Use hobby-related vocabulary in practical scenarios.

- Question: 如果你想要告诉你的朋友你的新爱好，你会怎么说？

- (If you want to tell your friend about your new hobby, what would you say?)

#### 4. Analyzing

Objective: Compare and contrast different hobbies.

- Question: 你觉得运动类的爱好和艺术类的爱好有什么不同？哪一种更适合你？为什么？

- (What do you think are the differences between sports hobbies and art hobbies? Which one suits you better? Why?)

#### 5. Evaluating

Objective: Evaluate the benefits of different hobbies.

- Question: 你认为哪个爱好对你的身心健康最有帮助？请说出你的理由。

- (Which hobby do you think is most beneficial for your physical and mental health? Please state your reasons.)

#### 6. Creating

Objective: Create a project about hobbies.

- Question: 请设计一个介绍你爱好的海报，包括文字和图片。你可以分享你在这个爱好上的一些成就。

- (Please design a poster introducing your hobby, including text and pictures. You can share some of your achievements in this hobby.)

### Topic: 假期 (Holidays)

#### 1. Remembering

Objective: Recall details about a past holiday.

- Question: 你上一次去哪里度假？请说出你去过的地方和日期。

- (Where did you go on your last holiday? Please tell the places you visited and the dates.)

#### 2. Understanding

Objective: Explain experiences from a holiday.

- Question: 你在假期里做了什么有趣的事情？请详细描述。

- (What interesting things did you do during the holiday? Please describe in detail.)

#### 3. Applying

Objective: Plan a future holiday using vocabulary and concepts learned.

- Question: 如果你可以选择一个地方去度假，你会选择哪里？为什么？

- (If you could choose a place to go on holiday, where would you choose? Why?)

#### 4. Analyzing

Objective: Analyze the benefits and drawbacks of different holiday destinations.

- Question: 你觉得去海边度假和去山里度假的优点和缺点分别是什么？

- (What do you think are the advantages and disadvantages of going on a beach holiday versus a mountain holiday?)

#### 5. Evaluating

Objective: Evaluate the overall experience of a holiday.

- Question: 你认为上一次的假期体验怎么样？有什么可以改进的地方吗？

- (How do you think your last holiday experience was? Are there any areas for improvement?)

#### 6. Creating

Objective: Create a travel diary or brochure.

- Question: 请写一篇旅行日记，描述你假期中的一天，包括你做了什么和你的感受。

- (Please write a travel diary describing one day of your holiday, including what you did and how you felt.)

These questions, based on the revised Bloom's Taxonomy, will help facilitate a deeper understanding and engagement with the Chinese language for your students.

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The revised Bloom's Taxonomy, an update of the original taxonomy created by Benjamin Bloom and colleagues in 1956, classifies educational learning objectives into six levels of cognitive processes. These levels, from the simplest to the most complex, are:

1. Remembering:

- Definition: Recall or recognize basic facts, terms, and concepts.

- Example: List the primary colors.

2. Understanding:

- Definition: Explain ideas or concepts; grasp the meaning of information.

- Example: Summarize the main events of a story.

3. Applying:

- Definition: Use information in new situations; apply knowledge to actual practice.

- Example: Solve a math problem using a specific formula.

4. Analyzing:

- Definition: Break down information into parts; examine relationships or patterns.

- Example: Compare and contrast the themes of two books.

5. Evaluating:

- Definition: Make judgments based on criteria and standards; assess the value of information or ideas.

- Example: Argue whether a character's actions in a story were justified.

6. Creating:

- Definition: Put together information to form a new whole; generate new ideas or products.

- Example: Write an original story or design an experiment.

Each level builds on the previous ones, requiring higher-order thinking skills as you move up the hierarchy. These levels provide a framework for teachers to develop lessons and questions that foster deep learning and critical thinking in students.

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### Reflection Question 1: What do we have to consider when planning for key questions?

1. Learning Objectives:

- Ensure that key questions align with the learning objectives of the lesson. Each question should aim to develop a specific skill or understanding.

2. Cognitive Levels:

- Plan questions that span various cognitive levels of Bloom’s Taxonomy, from remembering to creating, to encourage a range of thinking skills.

3. Student Background and Prior Knowledge:

- Consider the students' existing knowledge and experiences. Questions should build on what students already know and be relevant to their level of understanding.

4. Clarity and Precision:

- Formulate questions clearly and precisely to avoid confusion. Ambiguous questions can lead to misunderstandings and hinder learning.

5. Engagement and Interest:

- Design questions that are interesting and engaging to the students. Questions should provoke curiosity and motivate students to participate actively.

6. Inclusivity:

- Ensure questions are inclusive and accessible to all students, considering diverse learning needs and styles.

7. Scaffolded Support:

- Plan for follow-up questions or prompts to support students who may struggle with initial questions. Provide scaffolding to help them progress.

8. Assessment Alignment:

- Align key questions with assessment methods. Questions should help prepare students for how they will be evaluated.

### Reflection Question 2: What challenges could arise in enacting a lesson idea?

1. Student Engagement:

- Students might not be interested or engaged with the questions, leading to passive participation.

2. Varied Learning Paces:

- Students learn at different paces, and some may find it difficult to keep up with the questions while others may find them too easy.

3. Understanding and Misinterpretation:

- Students may misinterpret questions or struggle to understand them, leading to incorrect responses or frustration.

4. Classroom Management:

- Managing classroom dynamics during inquiry-based lessons can be challenging, particularly with maintaining focus and discipline.

5. Time Constraints:

- There might not be enough time to cover all planned questions, especially if deeper discussions or unexpected issues arise.

6. Resource Availability:

- Lack of adequate resources or materials needed to explore key questions effectively.

### Reflection Question 3: How can those challenges be overcome?

1. Student Engagement:

- Use a variety of question types and interactive activities to maintain interest. Connect questions to students' lives and interests to make them more engaging.

2. Varied Learning Paces:

- Differentiate instruction by preparing multiple sets of questions that cater to different learning levels. Use group work to allow peer learning and support.

3. Understanding and Misinterpretation:

- Use clear and simple language for questions. Check for understanding regularly and rephrase or break down questions as needed. Provide examples to clarify.

4. Classroom Management:

- Establish clear expectations and procedures for inquiry activities. Use positive reinforcement and engage students in setting ground rules for discussions.

5. Time Constraints:

- Prioritize key questions and be flexible with your lesson plan. Be prepared to adjust the pacing based on student needs and responses. Allow for follow-up sessions if necessary.

6. Resource Availability:

- Plan lessons using readily available resources. Be creative with what’s on hand, and consider incorporating digital resources or simple materials. Collaborate with colleagues to share resources.

By anticipating these challenges and planning proactively, you can create a more effective and engaging inquiry-based learning environment for your students.

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1) Ensure Questions are aligned with learning outcomes

2) Student's level of understanding might be different based on their abilities.

3) Rephrase questions to student's level of understanding

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Challenges

Teachers must be equipped with the different levels of questioning and be skillful and deliberate in coming up with the questions

Children must be constantly exposed to different levels of thinking

How to overcome challenges

Teachers can make a conscious effort to teach different levels of thinking in different lessons

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Question 1

1. Learners' profiles and readiness levels, Teaching and Learning Guide

Question 2

1. The differentiation between the different categories in the revised Bloom's Taxonomy.

2. How do we ask questions to address HOT skills in the lower primary?

Question 3

1. Discussion during TTT, conference with the experts/experienced teachers

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1. - Qns must align to the topic.

- Qns must be relevant.

- Readiness level of students.

- Verb forms.

2. - Students might not be able to articulate their thoughts.

- A lot of prompts needed.

3. - More guiding Qns needed.

- Students need more of a step by step process.

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1) Not only consider the Cognitive Process Dimension in Bloom's Taxonomy, but also to refer to the Knowledge Dimension (e.g. Procedural and Metacognitive)

2) It will take place and stretch across more than one lesson (time scarcity). We need to find a way to continue the intense discussions to go from Analysing to Evaluating and Creating.

3) Give us more periods. Use technology and Flip learning to 'catch up' on time and condense the discussions.

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(1) objective, understanding audience, relevance, clarifying, specificity , open-endedness

(2)we will have diverse learning styles, classroom management, time constraint, resource limitations. group dynamics, differentiated instructions, engagement, motivation and alignment with curriculum standards.

(3) Incorporate a variety of instructional strategies, establish clear expectations and routines, prioritize learning objectives and be creative in utilizing available resources.

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https://www.opal2.moe.edu.sg/csl/s/singapore-teaching-practice/wiki/page/view?title=Considerations%3A+Planning+Key+Questions