Now that you have explored leveled questioning strategies of your content area of choice; please REVISIT ms. crabtree's classroom below. as you watch the video, use your new knowledge to help ms. crabtree improve her higher level questioning techniques to facilitate her students' learning.
Refer back to the T-chart that you completed from the Initial Thoughts section. Change any of your answers as necessary based on your learning from this module.
Your questions should be labeled as followed:
High Level Questions: Low Level Questions:
How is the formula for photosynthesis similar to respiration? What is photosynthesis?
Who is your your favorite character in the story and why? What is the title of the book?
How can this pattern help you find an answer? Name the pattern you see?
How can you tell if your analysis is reasonable? What information is given?
*NOTE: If you had at least two errors in your questioning placement, please revisit one of the leveled questioning strategies which are located under the "Perspectives and Resources" section.
Your questions should be labeled as followed:
High Level Questions: Low Level Questions:
How is the formula for photosynthesis similar to respiration? What is photosynthesis?
Who is your your favorite character in the story and why? What is the title of the book?
How can this pattern help you find an answer? Name the pattern you see?
How can you tell if your analysis is reasonable? What information is given?
*NOTE: If you had at least two errors in your questioning placement, please revisit one of the leveled questioning strategies which are located under the "Perspectives and Resources" section.
Application of Material Learned
Based on your content area and the type of leveled questioning that you studied answer the following questions.
Science/Blooms:
1. How will you plan to use this in your classroom? During whole group or small group instruction, and why?
2. The goal is to build your students to answer questions that provoke them to analyze, synthesize, and evaluate information given to them. Looking at your content and standard's objectives, create 3-4 questions using the higher thinking processes on the Bloom's Taxonomy chart.
3. Identify which level of Blooms would the following question fall under. List the plants in the solar system.
4. Using the question "List the 3-5 characteristics of each planet" change it to a Level IV Blooms Analysis question.
Social Studies/Costa's Levels of Intellectual Functioning in Three Levels from Developing:
1. How will you plan to use this in your classroom?
During whole group or small group instruction, and why?
2. The goal is to build your students to answer level three questions that are experienced based.
Looking at your content and standard's objectives, how will you go about building your scholars to be able to answer Level Two and Level Three Costa's questions.
3. Identify which level of Costa's would the following question fall under. Which amendment in the Constitution gives citizens the right to bear arms? Change this question to a Level 3 Applying question.
Math/Webbs Depth of Knowledge:
1. How will you plan to use this in your classroom? During whole group or small group instruction, and why?
2. When do you see the need to use DOK Question Level 3 and DOK Question Level 4 in your classroom?
3. Looking at your content and standard's objectives, create 3-4 questions using DOK Level 3 and DOK Level 4.
4. Identify which of DOK does the following question fall under. Identify a transformation within a plane. Change this question to a level 4 Extended Thinking Question.
English Language Arts/Fountas and Pinnell:
1. How will you plan to use this in your classroom? During whole group, guided practice, or small group instruction, and why?
2. The goal is to build your students to think about the text and think beyond the text. This level of questioning forces students to infer, make connections, predict, analyze, synthesize, and critique information given. Looking at your content and standard's objectives, create 3-4 questions using the higher level systems of strategic action, which is located in the visual on the right.
3. Using a short nursery rhyme, (ex. Humpty Dumpty), create 2-3 questions that causes students to think within the text (recall), thinking about the text (analyze), and thinking beyond text (implicit/synthesize) .
Is summarizing thinking within the text, thinking about the text or thinking beyond the text?
Science/Blooms:
1. How will you plan to use this in your classroom? During whole group or small group instruction, and why?
2. The goal is to build your students to answer questions that provoke them to analyze, synthesize, and evaluate information given to them. Looking at your content and standard's objectives, create 3-4 questions using the higher thinking processes on the Bloom's Taxonomy chart.
3. Identify which level of Blooms would the following question fall under. List the plants in the solar system.
4. Using the question "List the 3-5 characteristics of each planet" change it to a Level IV Blooms Analysis question.
Social Studies/Costa's Levels of Intellectual Functioning in Three Levels from Developing:
1. How will you plan to use this in your classroom?
During whole group or small group instruction, and why?
2. The goal is to build your students to answer level three questions that are experienced based.
Looking at your content and standard's objectives, how will you go about building your scholars to be able to answer Level Two and Level Three Costa's questions.
3. Identify which level of Costa's would the following question fall under. Which amendment in the Constitution gives citizens the right to bear arms? Change this question to a Level 3 Applying question.
Math/Webbs Depth of Knowledge:
1. How will you plan to use this in your classroom? During whole group or small group instruction, and why?
2. When do you see the need to use DOK Question Level 3 and DOK Question Level 4 in your classroom?
3. Looking at your content and standard's objectives, create 3-4 questions using DOK Level 3 and DOK Level 4.
4. Identify which of DOK does the following question fall under. Identify a transformation within a plane. Change this question to a level 4 Extended Thinking Question.
English Language Arts/Fountas and Pinnell:
1. How will you plan to use this in your classroom? During whole group, guided practice, or small group instruction, and why?
2. The goal is to build your students to think about the text and think beyond the text. This level of questioning forces students to infer, make connections, predict, analyze, synthesize, and critique information given. Looking at your content and standard's objectives, create 3-4 questions using the higher level systems of strategic action, which is located in the visual on the right.
3. Using a short nursery rhyme, (ex. Humpty Dumpty), create 2-3 questions that causes students to think within the text (recall), thinking about the text (analyze), and thinking beyond text (implicit/synthesize) .
Is summarizing thinking within the text, thinking about the text or thinking beyond the text?
Extend your knowledge further:
Each Level of Questioning will work for any content area.
Blooms Taxonomy:
Overview: http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf
Test your knowledge: https://quizlet.com/20733843/blooms-taxonomy-applied-to-teacher-questions-and-directions-flash-cards/
Costa’s:
Overview: http://hms.d300.org/sites/hms.d300.org/files/documents/costa-question-starters0.pdf
Test your knowledge: https://quizlet.com/48636502/costas-level-one-questions-flash-cards/
Depth of Knowledge (DOK):
Overview: http://www.ode.state.or.us/teachlearn/subjects/socialscience/standards/depthofknowledgechart.pdf
DOK Activity: http://www.raft.net/public/pdfs/tip-sheets/build-depth-of-knowledge-with-raft-activities-tip-sheet.pdf
Fountas and Pinnell: (Guided Reading Comprehension Questions)
Overview: http://marcy.mpls.k12.mn.us/uploads/fpcomprehensionquestionstems.pdf
Blooms Taxonomy:
Overview: http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf
Test your knowledge: https://quizlet.com/20733843/blooms-taxonomy-applied-to-teacher-questions-and-directions-flash-cards/
Costa’s:
Overview: http://hms.d300.org/sites/hms.d300.org/files/documents/costa-question-starters0.pdf
Test your knowledge: https://quizlet.com/48636502/costas-level-one-questions-flash-cards/
Depth of Knowledge (DOK):
Overview: http://www.ode.state.or.us/teachlearn/subjects/socialscience/standards/depthofknowledgechart.pdf
DOK Activity: http://www.raft.net/public/pdfs/tip-sheets/build-depth-of-knowledge-with-raft-activities-tip-sheet.pdf
Fountas and Pinnell: (Guided Reading Comprehension Questions)
Overview: http://marcy.mpls.k12.mn.us/uploads/fpcomprehensionquestionstems.pdf