Thoughts about Bloom's Questions Exercise

I thought the Blooming Questions exercise was an effective way to generate questions. It allowed us the opportunity to create questions about the text and demonstrate an understanding of what was read. If the Bloom's Taxonomy sheet was available initially, the questions would have been worded differently and higher order thinking questions would have been formulated sooner.

I liked the fact that we were able to reference the text and generate questions using the terminology in the book. Generating our own questions and then comparing our teammates questions to ours was also an effective way to begin conversation, refer back to Disrupting Class and come to a consensus on what questions would be chosen. The collaborative effort made the exercise enjoyable and thought provoking. This allowed us the chance to challenge one another and support or reasons for generating the questions.

Exchanging papers with other teams and having the Bloom's Taxonomy on hand made the task of revising the questions much less complex. The task was made easier because the words needed to write higer order thinking questions were on hand.

A couple of things were surprising. First it was interesting that all members within the team had written the same question, however, the wording was different. Secondly, it was surpising how one or two words in the revision of another team's questions changed questions from lower to higher level questioning.

This would be a great activity to do with faculty members after reading an article during faculty meetings or grade level meetings. It would demonstrate comprehension of the material and give practice in developing higher order thinking questions.