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 or Publication Title: The STeP Journal: Student Teacher Perspectives
Publisher: Teacher Education Advancement Network (TEAN), University of Cumbria
Departments: Faculty of Education, Arts and Business > Institute of Education > Initial Teacher Education
Depositing User: Anna Lupton
Date Deposited: 29 Sep 2017 13:32
Last Modified: 30 Sep 2017 17:58
URI: http://insight.cumbria.ac.uk/id/eprint/3250

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