Bloom’s taxonomy

*needs editing

In her chapter on Using Questions in Classroom Discussion, Elizabeth Perrot describes questioning as ‘one of the most important techniques in teaching’. The chapter, whilst acknowledging that questions which produce lower-order factual answers have their place, explains the importance of asking questions that prompt higher-order levels of thinking. These types of questions ‘cause pupils to go beyond memory and use other thought processes in forming an answer’ (Perrot, 2002). Some of the techniques that Perrot lists as being useful include pausing, prompting, seeking further clarification, refocusing a pupil’s response, redirecting, asking questions that call for sets of facts, and asking questions that call for higher-order thinking such as ‘what are the positive and negative impacts of coal mining in Australia?’.