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High-Level Questioning Strategies

Teachers should use high-level, open-ended questions to differentiate instruction and promote critical thinking in students. During large group discussions, teachers can target questions to different students based on their abilities. Bloom's Taxonomy provides a framework to develop questions aimed at different levels, from basic recall questions to more advanced questions that require analysis, synthesis, and evaluation. Some tips for integrating high-level questions include asking thought-provoking questions, having students generate their own questions, and employing strategies like "What if..." questions.

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Susilo Wati
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73 views1 page

High-Level Questioning Strategies

Teachers should use high-level, open-ended questions to differentiate instruction and promote critical thinking in students. During large group discussions, teachers can target questions to different students based on their abilities. Bloom's Taxonomy provides a framework to develop questions aimed at different levels, from basic recall questions to more advanced questions that require analysis, synthesis, and evaluation. Some tips for integrating high-level questions include asking thought-provoking questions, having students generate their own questions, and employing strategies like "What if..." questions.

Uploaded by

Susilo Wati
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd

Teacher Resource Sheet 5.

YOU HAVE QUESTIONS ~ THEY HAVE ANSWERS


Why should teachers use high-level questions to differentiate instruction?

Questioning is the most powerful tool in a teaching repertoire.


High-level, open-ended questions lead to better student understanding.
Quality, thoughtful questions set high expectations and promote critical and creative
thinking as well problem solving.
Teachers can challenge every student by differentiating with effective questioning.

How can teachers use high-level questions to differentiate instruction?


During large group discussion activities, teachers target higher-level questions to the students based
on readiness and mastery as well as adjust questions accordingly for students with greater needs. All
students are answering important questions that require them to think, but the questions are targeted
towards the students ability or readiness level.
How can teachers use Blooms Taxonomy to develop high-level questions?
Teachers can easily develop targeted questions aimed at specific learners by utilizing Blooms
Taxonomy. Instruction for advanced-level learners should focus on the top three tiers.

Knowledge: define, recall, recognize, remember


Comprehension: describe, compare, contrast
Application: classify, use, choose, solve
Analysis: identify causes, draw conclusions, determine evidence
Synthesis: predict, produce, design, develop
Evaluation: judge, argue, decide, assess

Quick Tips for Integrating High Level Questions into Instruction

Ask the student/class a thought-provoking question, asking students to reflect before


responding.
Reverse the order. Offer student(s) the answer, and ask, What is the question?
Employ the use of What if to encourage student(s) to expand and extend answers.
Get students in on the act of writing questions. If you assign a reading assignment for
homework, have students prepare questions for next days review using Blooms Taxonomy.
Use Thinking Cube (TRS 5.12) to assist with questioning strategies.
The important thing is not to stop questioning ~ Albert Einstein

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