Leveled Questioning:
Understanding how to create higher level questions
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Wrap Up
Lower cognitive questions (fact, closed, direct, recall, and knowledge questions) involve the recall of information. Higher cognitive questions (open-ended, interpretive, evaluative, inquiry, inferential, and synthesis questions) involve the mental manipulation of information to produce or support an answer. Regardless of the classification, traditional wisdom holds that the higher cognitive questions lead to higher-quality answers and increased learning and achievement. Higher cognitive questions (application, analysis, synthesis, and evaluation) should make up a higher percentage of questions asked above the primary grades. Studies show that a combination of lower and higher questions is more effective than the exclusive use of one or the other. Increasing the use of higher cognitive questions can produce superior learning gains for older students, particularly those in secondary school, and does not reduce student performance on lower cognitive questions. It is important to note, though, that simply asking these kinds of questions does not guarantee higher responses or greater learning gains. Students need explicit instruction in answering these types of questions, including making inferences. This instruction, in conjunction with the use of higher cognitive questions, can positively impact student achievement.
Lower cognitive questions (fact, closed, direct, recall, and knowledge questions) involve the recall of information. Higher cognitive questions (open-ended, interpretive, evaluative, inquiry, inferential, and synthesis questions) involve the mental manipulation of information to produce or support an answer. Regardless of the classification, traditional wisdom holds that the higher cognitive questions lead to higher-quality answers and increased learning and achievement. Higher cognitive questions (application, analysis, synthesis, and evaluation) should make up a higher percentage of questions asked above the primary grades. Studies show that a combination of lower and higher questions is more effective than the exclusive use of one or the other. Increasing the use of higher cognitive questions can produce superior learning gains for older students, particularly those in secondary school, and does not reduce student performance on lower cognitive questions. It is important to note, though, that simply asking these kinds of questions does not guarantee higher responses or greater learning gains. Students need explicit instruction in answering these types of questions, including making inferences. This instruction, in conjunction with the use of higher cognitive questions, can positively impact student achievement.
Asking Better Questions in the Classroom
Asking better questions in the classroom Pt. 1.wmv. (n.d.). Retrieved June 27, 2015, from https://www.youtube.com/watch?v=NFMfEVdfDys#action=share
Revisiting Initial Thoughts
Think back to your initial responses to the following questions. After working through the resources in this Module, do you still agree with your Initial Thoughts? If not, what aspects of your answers would you change?
"GOOD LEARNING STARTS WITH QUESTIONS, NOT ANSWERS."
GUY CLAXTON, BRISTOL UNIVERSITY
1. HOW DOES THIS QUOTE APPLY TO YOUR CURRENT PRACTICE?
2. HOW DOES THIS QUOTE INSPIRE YOU TO GROW YOUR QUESTIONING STRATEGIES IN YOUR CLASSROOM?
Think back to your initial responses to the following questions. After working through the resources in this Module, do you still agree with your Initial Thoughts? If not, what aspects of your answers would you change?
"GOOD LEARNING STARTS WITH QUESTIONS, NOT ANSWERS."
GUY CLAXTON, BRISTOL UNIVERSITY
1. HOW DOES THIS QUOTE APPLY TO YOUR CURRENT PRACTICE?
2. HOW DOES THIS QUOTE INSPIRE YOU TO GROW YOUR QUESTIONING STRATEGIES IN YOUR CLASSROOM?
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NOTE: The suggestions on this module are not intended to be exhaustive. As an educator, you know your students. However, the goal is to push your students to answer higher level questions which creates a deeper understanding and advances cognitive and emotional processing in all children even if they are not actively participating (Elias, 2014).
FURTHER STUDY AND EXPLORATION FOR QUESTIONING TECHNIQUES
The following print and online resources can help you learn more about effective questioning techniques and implement them in your practice.
Applying Bloom’s Taxonomy
This page provides verbs, sample question stems, and potential activities and products for each category of Bloom’s Taxonomy. A great reference for planning or reflecting on a lesson.
Effective Questioning Techniques
A list of 15 techniques for asking questions.
School Improvement Research Series: Classroom Questioning
This document from the Northwest Regional Educational Laboratory summarizes research findings on questioning techniques.
The Right Way to Ask Questions in the Classroom
This blog post discussing effective questioning techniques.
The following print and online resources can help you learn more about effective questioning techniques and implement them in your practice.
Applying Bloom’s Taxonomy
This page provides verbs, sample question stems, and potential activities and products for each category of Bloom’s Taxonomy. A great reference for planning or reflecting on a lesson.
Effective Questioning Techniques
A list of 15 techniques for asking questions.
School Improvement Research Series: Classroom Questioning
This document from the Northwest Regional Educational Laboratory summarizes research findings on questioning techniques.
The Right Way to Ask Questions in the Classroom
This blog post discussing effective questioning techniques.