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The document discusses using Bloom's taxonomy to develop scientific thinking in students through higher-level questioning. It provides examples of engagement activities across different subjects where the teacher asks questions to encourage participation and understanding. The examples show that giving thinking time and interactive activities increased student engagement the most, such as when sorting clothes by season in science class or writing the letter A with foam and play dough in English. Overall, the document promotes applying scientific thinking skills across all learning through questioning techniques based on Bloom's taxonomy.

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68 views3 pages

Task 1 Done

The document discusses using Bloom's taxonomy to develop scientific thinking in students through higher-level questioning. It provides examples of engagement activities across different subjects where the teacher asks questions to encourage participation and understanding. The examples show that giving thinking time and interactive activities increased student engagement the most, such as when sorting clothes by season in science class or writing the letter A with foam and play dough in English. Overall, the document promotes applying scientific thinking skills across all learning through questioning techniques based on Bloom's taxonomy.

Uploaded by

api-307403208
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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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 “asking questions is a natural feature of communication, but
questioning relates to also one of the most important tools which teachers have at
Bloom’s taxonomy and their behavior. Questioning is critical to the way teachers
student learning. manage the class, engage students with content, encourage
participation and increase understanding.”
Reference Armstrong, P. (2018). Bloom’s taxonomy. Center for Teaching. Vanderbilt
University.https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Engagement Question(s)
Activity asked by the Was thinking time How did the students’
teacher given? If yes, how
(& subject & respond?
much?
LO)
Science: The How we should - Yes. They were interacting with teacher,
four seasons ( - 2 min. and they were exciting to talk about
distinguish
summer and the weather in summer and winter
winter). between each
Students will and what they wear in winter and
have different season? summer.
pic of clothes
students will
sort each
picture of What we should
clothes to wear in summer
appropriate and winter?
season. To
recognized
each season.
How is the
weather in
summer and
winter?
English: Find How many letter The students were focusing to find
letter \Tt \ between
the letters. \Tt \ you found? * Yes the letter Tt. High engagement with
Students identify Who will write the the activity..
and recognize
2 min.
letter \Tt \ between letter /Tt / for us
the other letters.
in the board?

Let’s write letter Tt


together in the air
.

English: Form - Yes. - Enjoying while


letter \A\ with the
foam and play Who can tell me - 1 min. using the foam and
dough .( she use how we write letter
two things because playdough to form
some children they \A\?
letter /A/.
don’t want to use
their fingers to - High engagement
write letter “Aa”
with the foam. with the activity.
Students will
develop their fine
motor skills.
Remembering the
letter Aa while
they form it with
the foam and play
dough.

Math: trace Who will write the - Yes. - The students were
number 5 for us in - 2 min. focusing to trace
and write
number 5 and the board? and write number 5
do number 5 - and do number 5
with the cubes with the cubes.

number 5.

On reflection:
(i) Which question(s) did the students engage with the most? Why do you think
that was?
(ii) The students were engaged during the English lesson while they trying to write
letter Aa with the foam and play dough. They enjoyed on this lesson because my
MST gives the students an opportunity to try and write letter Aa with the foam.
Which engagement activity were the students most engaged with? Why do
you think that was?
- The students were enjoying the idea of the activity during the science lesson. while
they are sorting the clothes according to the season. They enjoyed on this
lesson because my MST gives the students an opportunity to discuss their
feeling in each season and what they have to wear in each season.

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