Building a teacher’s capacity to formulate questions is essential in their professional development journey. Mastering this skill is crucial, as it enables assessments to gauge learning outcomes accurately and evaluate their quality and quantity.
Teachers should adeptly formulate questions that span various cognitive levels, prompting different ways of thinking. They should be mindful of the purpose behind their questions and define the scope needed to explore students’ knowledge, thereby fostering genuine discovery of new learning.
This workshop aims to identify the importance of asking questions and determining their characteristics, recognize the criteria for formulating questions and their classifications and define the concept of lower-order and higher-order thinking skills according to Bloom’s taxonomy.