TP Task 1 – Promoting Scientific Thinking

This task is linked to ECE3703; using higher level questions (Bloom’s Taxonomy) to
develop students’ thinking. Teaching students the skills of scientific thinking is not only
for science class, but can be applied to any area of learning.
Explain how Bloom’s taxonomy resource includes an in depth discussion
questioning relates to of the different levels of questioning with suggested
Bloom’s taxonomy and examples to help the teacher form their own higher level
student learning. questions to use in the classroom.
Reference (Where did you get the information from. Cite the source)

Engagement Question(s) asked by

Was thinking time How did the
Activity the teacher
given? If yes, how
students’ respond?
(& subject & LO) much?

Science: students - Where does Yes, the teacher The students were
will be able to the camel live? give the students all able to know
identify animal’s - What are the time to think, most of the animals
habitat. animals that around 1 to 2 habitat.
live in the minutes.
forest?
English: Students What are the letter Yes, few seconds. Some of the
will be able to and the sound that students were able
identify animal’s each animal start with to recognize the
names and letter and sounds
sounds and some were able
to recognize the
sound only.
On reflection:
(i) Which question(s) did the students engage with the most? Why do you
think that was?
(ii) Which engagement activity were the students most engaged with? Why do
you think that was?

About the since lesson most of the students were very existed and motivated, and I
notice that when the teacher ask a question they were able to answer her quickly
because she show them a video and tell them a story. When she asked them about the
animals that live in the foster they give her different animals name because they
remember the cartoon that they watch in the break time and then know the
characters.
The students liked the play roll activity and they used the costume and everyone want
to try it.