{"id":384,"date":"2018-04-11T14:05:05","date_gmt":"2018-04-11T18:05:05","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/studystrategizesucceed\/?post_type=chapter&p=384"},"modified":"2018-05-18T19:25:12","modified_gmt":"2018-05-18T23:25:12","slug":"use-effective-questioning-strategies","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/studystrategizesucceed\/chapter\/use-effective-questioning-strategies\/","title":{"raw":"Use Effective Questioning Strategies","rendered":"Use Effective Questioning Strategies"},"content":{"raw":"Self-testing is one of the most powerful study strategies.\u00a0 Creating good questions requires you to think critically about what you need to learn (planning). Testing whether you can answer questions without referring to a text or notes, as you would in an exam, allows you to effectively monitor your progress. The trick to effective self-testing is asking the right questions.\u00a0 In university, you are required to move beyond recalling basic facts and details, and must learn to apply and analyze material deeply.\r\n\r\nOne way of picturing these levels of depth in learning is Bloom's Taxonomy. The categories in the cognitive taxonomy developed by Bloom include:\r\n
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  1. Remember<\/strong> (knowledge recall) \u2013 retrieving relevant knowledge from long-term memory<\/li>\r\n \t
  2. 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<\/li>\r\n \t
  3. Apply<\/strong> \u2013 using what you know to do required tasks<\/li>\r\n \t
  4. Analyze<\/strong> \u2013 taking things apart; dissecting; asking \u201cwhy?\u201d; seeing relationships and how things work<\/li>\r\n \t
  5. Evaluate<\/strong> \u2013 appraising, judging and critiquing the outcomes of any of the other levels<\/li>\r\n \t
  6. 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.[\/footnote]<\/li>\r\n<\/ol>\r\n[caption id=\"attachment_146\" align=\"aligncenter\" width=\"1024\"]\"Remembering, Image Credit: Rawia Inaim[\/caption]\r\n\r\nOne method for creating study questions or planning active learning activities is to move step-by-step through each level of Bloom's Taxonomy.\u00a0 Begin with a few questions at the Remembering<\/em> level.\u00a0If you don\u2019t yet know the technical language of the subject and what it means, it will be difficult for you to apply, evaluate, analyze, or be creative. Then, go deeper into your subject as you move through the levels.\r\n
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    Try It!<\/h3>\r\nCreate Study Questions Using Bloom\u2019s Cognitive Taxonomy<\/strong>\r\n\r\nPick a subject area in which you are working. For each level of Bloom\u2019s Taxonomy on this page:\r\n