Teaching Persian Literature to Students through a Cognitive ViewDownload PDF
As it is believed, the assumption exists that questions relating to three higher levels of taxonomy should start to dominate the higher academic levels in education, with a corresponding reduction in questions requiring retention skills. It means that in the beginning levels teachers had better use of verbs for assessing the retention and recalling information. But if we disregard the higher level processes it is impossible to make students as a critical learner and they are not able to reason effectively and to solve problems creatively. According to Bloom et al. (1956), as teachers we tend to ask questions in the “knowledge” category 80% to 90% of the time. While these questions are not bad in themselves, using them all the time is not good practice. These lower-order questions do not allow for the discussion of problem-solving strategies and mental activities necessary to respond to more complex questions. It is preferable to try to utilize higher order level of questions. Using these questions help students have the opportunity to explain, justify, and rationalize within the social context of the classroom (Chin 2007). These questions require much more “brain power” and more extensive and elaborate answers (Quellmalz, 1987).
Keywords: Persian, teaching, method, literature