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Rationale: Teachers use questioning strategies to enhance learner’s development
Rationale: Teachers use questioning strategies to enhance learner’s development of critical thinking skills. Description: You will gain an understanding of the progression of cognitive skills, and the ways in which purposeful questioning leads to learner understanding, the development of creativity, and decision making in real world situations, as well as acquiring facility in developing higher order questioning techniques (FEAP (a) 3.f.) using Bloom’s Revised Taxonomy and Webb’s Depth of Knowledge (DOK). Using Bloom’s Revised Taxonomy and Webb’s DOK to guide formative assessment construction should facilitate learner’s familiarity with the Florida Standards Assessment constructs. Effective questioning can be used as appropriate formative assessments to monitor student learning. (FEAP (a) 1.d.). Formative assessments will be correctly sequenced with standards. (FEAP (a) 1.a., b.) Directions: You will develop a set of questions using Bloom’s Revised Taxonomy and Webb’s Depth of Knowledge that evoke critical thinking during a lesson or series of lessons. You should do the following: Select a Florida Standard or a Next Generation Sunshine State Standard in alignment with your Statement of certificate (subject and grade level). Research, identify, and describe an activity that addresses the standard. Write one instructional cognitive objective following the ABCD procedure (see below) for use with the activity. – Audience (The student will...) – Behavior (The verb that describes what the audience will be able to do after the lesson is taught) – Condition (The circumstances under which the outcome will be carried out) – Degree (The standard to which the audience must meet for acceptable performance) 4. Write five questions you would utilize in instructing the activity that focus on the “lower” levels of Bloom’s Taxonomy or Webb’s Depth of Knowledge. Provide a minimum of two acceptable student responses for each question. Think about probing responses and wait time. Write two questions you would utilize in instructing the activity that employs “higher” order questioning techniques of Bloom’s Taxonomy or Webb’s Depth of Knowledge. Provide a minimum of two acceptable student responses for each question. Again, think about probing responses and wait time. Identify and label each question using Bloom’s Taxonomy or Webb’s Depth of Knowledg Assignment #2: Effective Questioning as Formative Assessment Standard: WL.K12.AH.2.1 Make appropriate inferences and recognize literary elements from a variety of culturally authentic sources. Objective: After reading the story “Capurecita Roja (Little Red Riding Hood)”, the Spanish 2 students will answer higher and lower thinking questions with at least 85% accuracy in the target language. Activity: Using the round robin reading strategy, students will read the story “Capurecita Roja (Little Red Riding Hood)”. After reading the story, in pairs, students will write the answers to the higher/lower thinking questions into their journals. Questions: Who are all of the characters in the story? (remembering) Pair A. Capurecita Roja, la madre, la Abuela, el Gran Lobo Feroz, y el cazador (correct) Pair B. la nina, the wolf, granny In your own words, why was the hunter was looking for the wolf? (understanding) Pair A. The hunter wanted his fur. Pair B. The hunter was looking for the wolf because the wolf ate the farmer’s sheep. (correct) What question would you ask the wolf if you had the chance to interview him? (applying) Pair A. If I had the chance to interview the wolf, I would ask him why he decided to trick Capurecita Roja instead of just eating her in the woods when he first saw her? (correct) Pair B. If I had the chance to interview the wolf, I would not talk to him because he’s not nice. If the hunter never stopped at Abuela’s house for water, how might the ending of the story have changed? (analyzing) Pair A. If the hunter never stopped at Abuela’s house for water, the wolf would have stayed living in her house, and he would have eaten Capurecita Roja’s mom when she passed by too. (correct) Pair B. If the hunter never stopped at Abuela’s house, Capurecita Roja would eat berries in the forest. If you were the hunter, how would you have handled punishing the wolf? (evaluating) Pair A. If I were the hunter, I would go fishing. Pair B. If I were the hunter, I would have captured the wolf and taken him to the zoo. (correct) Continue the wolf’s story. What would happen after he returned home? (creating) Pair A. After the wolf returned home, he was very sick and vomited out all of the rocks. Then he returned to the woods to find Capurecita Roja and apologize. (correct) Pair B. The wolf and Capurecita are not friends. Use the sources provided as the foundation of the information and use the sample attached: https://www.synergiseducation.com/blooms-taxonomy-and-webbs-depth-of-knowledge/#:~:text=Webb%E2%80%99s%20Depth%20of%20Knowledge%20%28DoK%29%20Depth%20of%20Knowledge,stemmed%20from%20the%20alignment%20of%20standards%20to%20assessments. https://www.fldoe.org/accountability/assessments/k-12-student-assessment/fsa.stml

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