2 Bloom Adapted H Out
2
Bloom's taxonomy and English language teaching in primary education Our English language learners should be developing thinking skills as they acquire English. English language teachers should ask critical thinking questions from all levels of Bloom’s Taxonomy adapting language as well as age level. Some of the tasks on the taxonomy are difficult for learners in primary because they lack the language and vocabulary to work in English. But, even very young children can work at the Evaluations and Creation levels if we plan appropriate activities Level 1: Knowledge/Remember. This level of questioning is what is most frequently used in the first stages of primary ELT, because students are in pre-production and beginning production levels of English language acquisition. Responses to some of the questions can be made using yes/no or embedded questions. Pictures, drawings, and realia will help students give the correct answer. Remember, match, list, sing, colour, look or complete are typical activities at this level. Level 2: Comprehension. This level shows that the student has understood the facts and can interpret them. In primary we use this level of questioning a lot. We ask students to explain, describe, illustrate or draw. Level 3: Application. When students are learning to solve problems by using previously learned facts in a different way, they might need scaffolding and word banks to choose, construct, develop, organize, plan, select, solve, and identify. Level 4: Analysis. At this level students may not have enough vocabulary and language to express responses in English. The tasks at this level that children will be able to complete with some teacher scaffolding are: classify, contrast, compare, categorize, sequence. Level 5: Evaluation. Questions at this level of Bloom’s taxonomy can be modified so that the language is simplified but the task remains the same. Children can learn to give opinions, make judgments about stories and evaluate the work of classmates in English. Enric Calvet. 2009 Low cognitive demand High cognitive demand
-
Upload
llenguestarragona2009 -
Category
Education
-
view
505 -
download
0
description
Enric Calvet
Transcript of 2 Bloom Adapted H Out
Bloom's taxonomy and English language teaching in primary educationOur English language learners should be developing thinking skills as they acquire English.
English language teachers should ask critical thinking questions from all levels of Bloom’s Taxonomy adapting language as well as age level. Some of the tasks on the taxonomy are difficult for learners in primary because they lack the language and vocabulary to work in English. But, even very young children can work at the Evaluations and Creation levels if we plan appropriate activities
Level 1: Knowledge/Remember. This level of questioning is what is most frequently used in the first stages of primary ELT, because students are in pre-production and beginning production levels of English language acquisition. Responses to some of the questions can be made using yes/no or embedded questions. Pictures, drawings, and realia will help students give the correct answer. Remember, match, list, sing, colour, look or complete are typical activities at this level.
Level 2: Comprehension. This level shows that the student has understood the facts and can interpret them. In primary we use this level of questioning a lot. We ask students to explain, describe, illustrate or draw.
Level 3: Application. When students are learning to solve problems by using previously learned facts in a different way, they might need scaffolding and word banks to choose, construct, develop, organize, plan, select, solve, and identify.
Level 4: Analysis. At this level students may not have enough vocabulary and language to express responses in English. The tasks at this level that children will be able to complete with some teacher scaffolding are: classify, contrast, compare, categorize, sequence.
Level 5: Evaluation. Questions at this level of Bloom’s taxonomy can be modified so that the language is simplified but the task remains the same. Children can learn to give opinions, make judgments about stories and evaluate the work of classmates in English.
Level 6: Creation/ Synthesis. At this level student compile information in a different way by combining elements in a new pattern or proposing alternative solutions. Students will need teacher support and scaffolding to answer questions at level 6. Synthesis is particularly difficult. Students may be able to choose, combine, create, design, develop, imagine, make up, predict, solve, and change.
Adapted from Haynes, Julie “Bloom’s taxonomy and English Language Learners” http://www.everythingesl.net/inservices/blooms_taxonomy_language_learn_16902.php
Enric Calvet. 2009
Low cognitive demandLittle reasoning required
High cognitive demandReasoning required
