Questioning, Cooperative Learning, Bloom's Taxonomy and NPST Pakistan

Questions check understanding, stimulate thinking, maintain attention and diagnose misconceptions.

• Convergent (closed) questions have one correct answer: "What is the capital of Sindh?"
• Divergent (open) questions allow many answers: "How could we reduce plastic waste in our town?"
• Probing questions ask students to explain, justify or extend their first answer: "Why do you think so?"
• Redirecting – passing a question to another student to involve more learners.

Wait time (Mary Budd Rowe): pause at least 3–5 seconds after asking a question and after a student answers. Longer wait time gives longer, more thoughtful answers and more participation from shy students.

Good practice: ask the question to the whole class first, pause, then name a student (pose–pause–pounce). Avoid yes/no questions and questions that contain the answer.

Students work in small, mixed-ability groups towards a shared goal. Five essential elements (Johnson & Johnson):

1. Positive interdependence – success of one depends on success of all.
2. Individual accountability – each member is assessed for their own contribution.
3. Face-to-face promotive interaction – students help and encourage each other.
4. Interpersonal and small-group skills – communication, trust, conflict resolution.
5. Group processing – the group reflects on how well it worked.

Common structures: Think-Pair-Share, Jigsaw (Elliot Aronson, 1971 – each member becomes an "expert" on one part and teaches the others), Numbered Heads Together, Round Robin, STAD (Student Teams–Achievement Divisions, Robert Slavin).

Cooperative learning is different from simple group work: without individual accountability, one student may do all the work ("free-rider" problem).

Benjamin Bloom (1956) classified educational objectives into three domains:

• Cognitive – knowledge and thinking (Bloom).
• Affective – feelings, attitudes, values (Krathwohl): receiving, responding, valuing, organisation, characterisation.
• Psychomotor – physical skills (Simpson / Dave / Harrow).

Original cognitive levels (1956): Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation.

Revised taxonomy (Anderson & Krathwohl, 2001): Remember, Understand, Apply, Analyze, Evaluate, Create (highest). Nouns became verbs, and Synthesis became Create and moved to the top.

Sample verbs:

• Remember – define, list, name, recall
• Understand – explain, summarise, classify, give examples
• Apply – use, solve, demonstrate, calculate
• Analyze – compare, differentiate, organise, find causes
• Evaluate – judge, justify, critique
• Create – design, compose, plan, invent

Developed by the Ministry of Education (Policy and Planning Wing) with UNESCO/USAID support. There are 10 standards:

1. Subject Matter Knowledge
2. Human Growth and Development
3. Knowledge of Islamic Ethical Values / Social Life Skills
4. Instructional Planning and Strategies
5. Assessment
6. Learning Environment
7. Effective Communication and Proficient Use of ICT
8. Collaboration and Partnerships
9. Continuous Professional Development and Code of Conduct
10. Teaching of English as a Second / Foreign Language

Each standard is described in terms of knowledge and understanding, dispositions (attitudes) and performance and skills. Teaching licensing in Sindh is linked to the idea that teachers must demonstrate these standards.