"Bloom’s (1956) taxonomy of educational objectives which has been revised by Glasson" (2005, as cited in Konza, 2011, p. 6 ). As ‘remember, comprehend, apply, evaluate, create’ is a great tool for differentiating questions used in reading comprehension. ‘Remembering’ skills will use lower order thinking, while ‘creating’ skills will use much higher order-thinking.
Some useful and practical resources based on Bloom’s Taxonomy and the different levels of questions are provided to help beginning teachers to understand and implement the ideas from Bloom's taxonomy in the classroom as well as deepen beginning teachers' knowledge in design and ask questions that may aid in the establishment and encouragement of critical thinking, especially in the higher levels.
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