Questioning – A Little Bit of Theory…Going Beyond Bloom
This post is a little heavy on the theory that underpins questioning, but it is part of my thinking for a prospective post about a list of ‘top ten questioning strategies’ that I am currently planning. Looking into the theory and research about questioning just confirms my uneasiness with the dominance of Bloom’s taxonomy as a structure for questioning (and indeed learning objectives) – see Fig 1.
At the root of my issue with Bloom is that I think the hierarchy proposed by Bloom is too often taken rigidly as a step ladder towards higher order understanding, when in actual fact learning isn’t simply as linear and hierarchical as the taxonomy would imply. There are a legion of question stem documents littering the web, as well as educational writing based on Bloom’s taxonomy – I suppose they do no harm, but they should be dealt with critically at the very least.
I much prefer Christenbury and Kelly’s model of the ‘Questioning Circle’ to evaluate and move towards classifying questioning, as it is more flexible and therefore more suitable to the contingent nature of learning – see Fig 2.