Bloom's+for+Students

=**Once you understand Bloom's Taxonomy, it is helpful to explain it to students. This activity from the [|New York Times] helps students understand the various levels of questioning by simplifying it into three levels.**=

**Consider using this early in the year. By demystifying the process of questioning, students will be able to give you more developed answers.**
(I also have included a link to lesson plans that the New York Times offers. Check them out.)

Explain to students that literal questions are questions to which there is only one right answer, and, in this case, it is likely found in the related article. Interpretive questions are those to which discussants make arguments supported by evidence in the text. Evaluative questions are those to which discussants refer to their own experiences and values rather than the text. Use the “6 Q’s About the News” example entitled [|“The News From Copenhagen”] to illustrate the differences between these three types of questions. Have students discuss why the first question, “Who is meeting in Copenhagen this month to discuss how to address global warming?” This is a literal question to which they should easily find answers. Next have them discuss what makes the fifth question, “Why are demonstrators staging protests at the meeting?,” an interpretive question. Finally, have students discuss whether the last, evaluative question: “How would you answer that question?”. Once students have a firm grasp on the difference between literal, interpretive and evaluative questions, have them read a Times article on a subject of interest and come up with their own “six questions,” including literal, interpretive, and evaluative questions, and lead a discussion on the article with their classmates using the questions that they have generated.
 * Activity 5: Understanding the Difference Between Literal, Interpretive and Evaluative Questions**