Questions for critical thinking
(“Engaging students in critical thinking and action processes”)
- What do you know about this issue or situation?
- How did you come to know this?
- How do you feel about this issue or situation?
- What is the evidence for this knowledge?
- What are your beliefs about this knowledge? And why do you believe this?
- What information is missing from this picture?
- Why is this information missing?
- Have the social, cultural, economic, political, and/or ethical aspects of this situation been considered?
- Whose voice is heard in this writing, article, or classroom activity?
- Whose interests are being served? Who has the power in this situation?
- Who is being advantaged?
- Who is not being heard or served?
- Who is being disadvantaged?
- What are the inequalities that exist in this situation?
- What needs to change?
- How can you contribute to this change?
The main purpose of the taxonomy is to allow educators to create learning outcomes that target not only the subject to be taught but the depth of the learning that is to occur, as well as to then create assessments that accurately report on the students’ progress towards these outcomes. ( Bloom’s Taxonomy)
Engaging students in critical thinking and action processes. (n.d.). Retrieved February 03, 2017, from http://health.tki.org.nz/Key-collections/Curriculum-in-action/Making-Meaning/Teaching-and-learning-approaches/Engaging-students-in-critical-thinking
Bloom’s Taxonomy. (2016, November 10). Retrieved February 03, 2017, from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/planning-courses-and-assignments/course-design/blooms-taxonomy