{"id":43,"date":"2018-06-06T11:59:23","date_gmt":"2018-06-06T15:59:23","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/learningtolearnonline\/?post_type=chapter&p=43"},"modified":"2018-09-04T13:43:12","modified_gmt":"2018-09-04T17:43:12","slug":"use-critical-questioning-and-reflection-to-support-your-learning","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/learningtolearnonline\/chapter\/use-critical-questioning-and-reflection-to-support-your-learning\/","title":{"raw":"Use critical questioning to support your learning","rendered":"Use critical questioning to support your learning"},"content":{"raw":"Learning in an online environment requires you to move beyond simple memorization of course concepts. To gain knowledge that will support you in your growth as a lifelong learner and in your future career, you will want to interact with course concepts deeply and in ways that are personally relevant to you.\r\n\r\nOne way of picturing deeper learning is Bloom's Taxonomy.\r\n\r\n[caption id=\"attachment_394\" align=\"alignnone\" width=\"1024\"]\"Remembering,<\/a> Image Credit: Rawia Inaim[\/caption]\r\n\r\nThe levels of Bloom's taxonomy build upon each other.\u00a0 While you need to be able to remember key concepts, your courses will spend more time developing your ability to apply, analyze, evaluate, and create using this knowledge. As you encounter new concepts, you will want to use critical questioning to understand the concepts at all levels, moving from surface to deeper knowledge.\u00a0 The chart below includes some questions that might be relevant at each level.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Level<\/strong><\/td>\r\nQuestion Stems<\/strong><\/td>\r\n<\/tr>\r\n
Remember<\/strong> (knowledge recall) \u2013 retrieving relevant knowledge from long-term memory<\/td>\r\n\r\n
    \r\n \t
  • What is the definition of\u2026?<\/li>\r\n \t
  • Who did\u2026?<\/li>\r\n \t
  • When did\u2026occur?<\/li>\r\n \t
  • How much\/many\u2026?<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Understand<\/strong> (comprehension) \u2013 interpreting the meaning of information; being able to \u201ctranslate\u201d knowledge into one\u2019s own words; linking new information to what you already know<\/td>\r\n\r\n
    \r\n \t
  • What are types of\u2026?<\/li>\r\n \t
  • How does\u2026function?<\/li>\r\n \t
  • How does the process occur?<\/li>\r\n \t
  • What are my own examples of\u2026?<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Apply<\/strong> \u2013 using what you know to do required tasks<\/td>\r\n\r\n
    \r\n \t
  • What is a case study where this might apply?<\/li>\r\n \t
  • How would I perform _____ task using this information?<\/li>\r\n \t
  • What problems can I use this information to solve?<\/li>\r\n \t
  • What does theory x predict will happen?<\/li>\r\n \t
  • How does\u2026 affect or apply to\u2026?<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Analyze<\/strong> \u2013 taking things apart; dissecting; asking \u201cwhy?\u201d; seeing relationships and how things work<\/td>\r\n\r\n
    \r\n \t
  • What is the relationship between\u2026and\u2026?<\/li>\r\n \t
  • How is\u2026similar to\/different from\u2026?<\/li>\r\n \t
  • What is the best solution to the problem, conflict, issue?<\/li>\r\n \t
  • Distinguish between ____ and ____<\/li>\r\n \t
  • What hypothesis or theory explains this data or given information?<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Evaluate<\/strong> \u2013 appraising, judging and critiquing the outcomes of any of the other levels<\/td>\r\n\r\n
    \r\n \t
  • \u00a0\u00a0\u00a0\u00a0 Is\u2026<\/li>\r\n<\/ul>\r\n

    Correct or incorrect? Why?<\/p>\r\n

    Effective or ineffective? Why?<\/p>\r\n

    Relevant or irrelevant? Why?<\/p>\r\n

    Logical or illogical? Why?<\/p>\r\n

    Applicable or not applicable? Why?<\/p>\r\n

    Proven or not proven? Why?<\/p>\r\n

    Ethical or unethical? Why?<\/p>\r\n\r\n

      \r\n \t
    • What are the advantages or disadvantages of\u2026? Why?<\/li>\r\n \t
    • What is the best solution to the problem, conflict, issue? Why is it the best?<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Create<\/strong> (synthesis) \u2013 putting things together; building on what you know to create something new; seeing new relationships or making new connections. [footnote]Anderson, L. W., & Krathwohl, D. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives<\/em>. New York: Longman.[\/footnote] [footnote]Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain<\/em>. New York, Toronto: Longmans, Green; Salustri, F. (2015). Four levels of questions. Retrieved April 23, 2018, from\u00a0<\/span>http:\/\/deseng.ryerson.ca\/dokuwiki\/design:four_levels_of_questions<\/a>.[\/footnote]<\/td>\r\n\r\n