Can asking individual readers in Key Stage 2 higher order Bloom’s questions improve their progress in reading when applied by Teaching Assistants?

Creates, Chiara (2017) Can asking individual readers in Key Stage 2 higher order Bloom’s questions improve their progress in reading when applied by Teaching Assistants? The STeP Journal: Student Teacher Perspectives, 4 (3). pp. 17-24.

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Abstract

This action research project explores how Teaching Assistants can use Bloom’s Taxonomy to ask higher order questions to develop higher level thinking amongst Key Stage 2 pupils, and evaluates whether this has any short-term impact on pupil progress.

Item Type:	Article
Journal / Publication Title:	The STeP Journal: Student Teacher Perspectives
Publisher:	Teacher Education Advancement Network (TEAN), University of Cumbria
Departments:	Academic Departments > Institute of Education (IOE) > Initial Teacher Education (ITE)
Depositing User:	Anna Lupton
Date Deposited:	29 Sep 2017 13:32
Last Modified:	12 Jan 2024 18:17
URI:	https://insight.cumbria.ac.uk/id/eprint/3250

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