Difficulty: Easy

Average Score: 100%

During an informal observation by the principal, Ms. Smith facilitated a whole-group discussion about a novel the class had just finished reading. In an effort to show the principal how much the students had learned, she asked many factual questions that most students answered correctly. Ms. Smith was confused when feedback from the principal indicated that, in future lessons, she should develop questions that require higher level thinking from students.

Which of the following educational theories should Ms. Smith review to help meet the principal's request?

Rationale

Ms. Smith should review Bloom's taxonomy of educational objectives.

Bloom's taxonomy provides a framework for categorizing educational goals, emphasizing the importance of higher-order thinking skills such as analysis, synthesis, and evaluation. By focusing on these levels, Ms. Smith can design questions that encourage deeper understanding and critical thinking among her students, aligning her teaching with the principal's feedback.

A (Dewey's experiential learning) YOUR ANSWER

Dewey's theory emphasizes learning through experience and reflection, advocating for hands-on activities that engage students. While this approach supports active learning, it does not specifically guide the development of questions that promote higher-level thinking skills. Therefore, it may not directly address the principal's request for more cognitively demanding questions.

B (Piaget's stages of cognitive development) YOUR ANSWER

Piaget's theory outlines the cognitive development stages children undergo, focusing on how they acquire knowledge. Although understanding these stages can inform Ms. Smith about her students' cognitive abilities, it does not provide a structured approach for creating higher-level questions. As such, it does not fully meet the need for enhancing critical thinking in her lessons.

C (Bloom's taxonomy of educational objectives) CORRECT

Bloom's taxonomy categorizes cognitive skills from simple recall of facts to complex analysis and evaluation. This framework directly supports the creation of questions that require higher-order thinking, enabling Ms. Smith to challenge her students and enhance their critical thinking abilities as requested by the principal.

D (Gardner's theory of multiple intelligences) YOUR ANSWER

Gardner's theory posits that individuals have various types of intelligences, such as linguistic, logical-mathematical, and spatial. While this theory promotes differentiated instruction based on student strengths, it does not specifically provide a framework for formulating questions that foster higher-order thinking. Thus, it may not adequately address the principal's aim for more rigorous questioning strategies.

Conclusion

To effectively respond to the principal's feedback, Ms. Smith should focus on Bloom's taxonomy of educational objectives, as it provides a clear structure for developing questions that encourage higher-level thinking. By incorporating this framework, she can enhance her students' critical thinking skills and ensure a deeper understanding of the material, aligning her teaching practices with educational best practices.

Related Questions

View all