It was interesting to see Ohler compare levels of cognitive "transformation" to Bloom's Taxonomy. I can see why the author places what a "character knows, remembers, or describes something" (pg. 110) as Level 1, or "Knowledge" ("Remember," in the revised version), and so on with the rest of the levels. While teaching, I'm in the knowledge/remember stage when I'm asking simple recall questions of facts. However, higher order thinking skills result from the questions that teachers pose to encourage students to move up in levels towards "Evaluation" or "Creating." Recently, at a math training, my colleagues and I observed a math lesson where we recorded every single question that the teacher used during her lesson. We then identified each question, and placed it accordingly by levels of Bloom's Revised Taxonomy. The purpose of this activity was to be aware of what type of questions were being used in the classroom to promote higher order thinking skills.
Ohler advises teachers to help students create successful stories by asking questions to motivate character development to fulfill each level (pg. 111), which seem extremely productive. This method connected with my district's expectation of developing higher order thinking skills. Since asking more questions at the higher levels result in higher order thinking, does this mean that a story is not successful unless the character experiences transformation at highest level of evaluation/creating??
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