Words often used in synthesis questions include compose, construct, design, revise, create, formulate, produce, and plan. “Put these words together to form a complete sentence.” “Construct a tower one foot tall using only four blocks.” “How would your life be different if you could breathe under water?” “How would you assemble these items to create a windmill?” Some examples of synthesis questions include … There's always a variety of potential responses to synthesis questions. ![]() These questions invite students to produce original ideas and solve problems. Synthesis questions challenge students to engage in creative and original thinking. Words often used in analysis questions include analyze, why, take apart, diagram, draw conclusions, simplify, distinguish, and survey. “Why do we call all these animals mammals?” “Why did the United States go to war with England?” “What are some of the factors that cause rust?” Some examples of analysis questions include … To analyze requires students to identify reasons, causes, or motives and reach conclusions or generalizations. AnalysisĪn analysis question is one that asks a student to break down something into its component parts. Words often used in application questions include apply, manipulate, put to use, employ, dramatize, demonstrate, interpret, and choose. “If you had eight inches of water in your basement and a hose, how would you use the hose to get the water out?” “What happens when you multiply each of these numbers by nine?” “How would you use your knowledge of latitude and longitude to locate Greenland?” Some examples of application questions include … In other words, they must use their knowledge to determine a correct response. ApplicationĪt this level, teachers ask students to take information they already know and apply it to a new situation. In synthesis, you move from the parts to the whole. In analysis, you move from the whole to the parts. ![]() The system contains six levels, which are arranged in hierarchical form, moving from the lowest level of cognition (thinking) to the highest level of cognition (or from the least complex to the most complex): Many years ago, an educator named Benjamin Bloom developed a classification system we now refer to as Bloom's Taxonomy to assist teachers in recognizing their various levels of question-asking (among other things). Conversely, students who are given questions based on higher levels of thinking will tend to think more creatively and divergently. If students are constantly bombarded with questions that require only low levels of intellectual involvement (or no involvement whatsoever), they will tend to think accordingly. It's been my experience that one all-important factor is key in the successful classroom: students tend to read and think based on the kinds of questions they anticipate receiving from the teacher. ![]() The result is a classroom in which there is little creative thinking taking place. And approximately 80 percent of all the questions teachers ask tend to be factual, literal, or knowledge-based questions. Taxonomy is an orderly classification of items according to a systematic relationship (low to high, small to big, simple to complex).Īlthough questions are widely used and serve many functions, teachers tend to overuse factual questions such as “What is the capital of California?” Not surprising, many teachers ask upward of 400 questions each and every school day.
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