By Ellie Langsworthy
Cubing is an instructional strategy that is used for differentiation. We use it in the Expressive Arts lessons for supporting students with learning and completing tasks.
It is underpinned by Bloom’s theory of hierarchical needs. The theory proposes that learners begin with low order thinking skills, such as recall and recognition moving through to showing understanding by interpreting, evaluating or restating information.
Below is the template of the cubes used as a method of asking these hierarchical questions:
How does it work?
Students can work alone, in pairs or small groups
They roll the cube and answer the question they land on, and repeat!
One of the many benefits of the cube is that it’s a great way to engage students to have an active role in questioning and getting students to think deeper and more critically about a piece of artwork.
The cubes are so versatile that you can make different question cubes for different student needs; have a different cube aimed at your HPAs, LPAs and MPAs. You can also create task cubes where each face has a different task on it that needs to be completed to meet the objectives of your lesson.
Some examples of questions you can use according to Bloom’s taxonomy are:
Knowledge:
1. What is the definition for…?
2. What happens after…?
3. Recall the facts.
4. What were the characteristics of…?
5. Which is true or false?
6. How many…?
7. Who was the…?
8. Tell in your own words...
Comprehension:
1. Why are these ideas similar?
2. In your own words retell the story of…
3. What do you think would happen if..?
4. How are these ideas different..?
5. Explain what happened after…
6. What are some examples of...?
7. Do you have enough information to answer this question…?
Application:
1. What is another instance of …. ?
2. Demonstrate the way to…
3. Which one is not like…?
4. What questions would you ask?
5. Which factors would you change?
6. Could this have happened in…? Why or why not?
7. How would you organise these ideas?
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