Shiwei

  It is imperative to utilize Bloom's taxonomy when designing learning objectives. Bloom's taxonomy discerns between various levels of cognitive skills and emphasizes learning objectives that need higher orders of cognitive proficiency, which consequently fosters profound learning and the transference of knowledge as well as skills across diverse tasks and contexts (Adams, 2015). Additionally, the application of Bloom's taxonomy prompts teachers to formulate learning objectives in behavioral terms, necessitating contemplation of the demonstrable capabilities acquired by students through instruction and learning objectives written with action verbs inherently signals the best approach for assessing the imparted skills as well as knowledge. Moreover, According to Athanassious et al. (2003), the application of Bloom's taxonomy as a learning tool (metacognitive framework) enhanced students' higher-order thinking skills as well as students' achievements. The most important part is to utilize Bloom's action verbs when designing learning objects in a progressive way to enhance students' higher order of thinking skills and overall development. 

Guided reading 

  During the lecture, we had an activity called guided reading. Guided reading has been recognized widely as an effective instructional approach in education especially for literacy education. In this activity, Dr. Lina utilized it by asking questions, giving hints, and demonstrating to encourage strategic behaviors, which enhances comprehension, critical thinking, and reading ability (Young, 2018). Furthermore, one study has demonstrated its effectiveness such as improving reading skills, decoding, and fluency (Fountas & Pinnell, 1996). Guided reading also fosters critical thinking skills as students engage in discussions, analyze texts, and make connections, which is what we did in the lecture (in the lecture, we discussed what kinds of questions, and how to incorporate three components of question circles to create one question that can activate higher order of thinking skills) and it contributes to deeper comprehension as well as higher-order thinking skills. It also reminded me of constructivism because we are proactive learners who construct our own comprehension through interactions with others. According to Freeman et al. (2014), active learners exhibited higher academic achievements and lower failure rates compared with others. In addition, after guided reading, each group was required to write one question according to the question circle. It reminded me of the concrete experiences in Kolb's learning cycle and experimental learning theory, which allows us to practice what we have learned in the lecture and have more experiences of practice to improve the master of knowledge. After that, we could analyze our experience in our blogs by using the 5Rs (the effectiveness of Kolb's learning cycle in week 5💭💭). 

Questioning

  In the end, questioning in teaching and learning sessions is one of the most important aspects of mastering knowledge. To improve the ability to question, questioning techniques are the most important parts that need to be seriously taken into account. According to Shanmugavelu et al. (2020), questioning significantly enhances students' engagement in the teaching and learning process and fosters students' mastery of Higher Order Thinking Skills (HOTS). Through questioning, teachers will be able to explain important content to students to help them form consolidated comprehension as well as develop their thinking to a higher level. It is common for teachers in the classroom to frequently employ questions of lower-order or recall-type questions. The excessive reliance on such questioning poses a hindrance to endeavors aimed at cultivating advanced, HOTS among students. Therefore, we should utilize the question circle when designing questions. Question circles is a strategy of questions designed to guide students progressively from surface-level responses toward more profound and extensive discussions pertaining to the subject matter (Tofade et al., 2013). It has three components in total including Text, Reader, and World. Through the utilization of question circles, students' personal responses are received, which leads students to have deeper insights into the content subject and the world as well as HOSTs are enhanced as well. To form good questions, the five principles also need to be followed including phrasing and clarity, psychological safety, sequencing and balance, wait time, and pimping questions. Therefore, questioning needs to be given greater attention by educators to produce students who can compete globally