Abstract
This research investigates the effectiveness of the book club model of English/Language Arts instruction at stimulating higher cognition discussion in students during small group discussion. To determine this, a coding scheme was developed using Bloom’s Taxonomy of educational skills and objectives. Each level of Bloom’s Taxonomy; Remembering, Understanding, Applying, Analyzing, Evaluating, Creating. Each level has common verbs associated with that level. Student small group discussions were recorded using the website Flipgrid. Student discussions were analyzed using the coding scheme, with each student contribution tallied up according to the verbs associated with the different levels of Bloom’s Taxonomy. Findings determined that levels of cognition apparent in student conversation increased over time, but focusing on specific skills.