Costa’s  

Levels  of  Thinking  and  Questioning

Level 1 Level 2 Create:

Remember: Use Understanding: Compose
Define Dramatize Design
Repeat Practice Propose
Name Operate Combine
List Imply Construct
State Apply Draw
Describe Use Arrange
Recall Compute Formulate
Memorize Schedule Organize
Label Relate Compile
Match Illustrate Revise
Identify Translate Write
Record Change Devise
Pretend Modify
Discover Assemble
Show
Solve Prepare
Understanding: Interpret Generate
Give examples
Prepare
Restate
Demonstrate Level 3
Discuss
Infer Decide:
Express
Rewrite Judge
Recognize Examine: Value
Explain Diagram Predict
Report Distinguish Evaluate
Review Compare Rate
Locate Contrast Justify
Find Divide Decide
Paraphrase Question Measure
Tell Inventory Choose
Extend Categorize Assess
Summarize Outline Select
Generalize Debate Estimate
Analyze Conclude
Differentiate Summarize
Select
Separate Supportive
Point out
Criticize
Evidence:
Prove your answer.
Experiment
Support your answer.
Break down
Give reasons for your
Discriminate
answer.
Explain your answer.
Why or why not?
Why do you feel that way?
 Costa’s  Levels  of  Thinking  and  Questioning
Steps to the
Inquiry
Process
Higher-level questions
are essential to
facilitating conceptual
understanding. The
inquiry process is
facilitated by skillful
questioning and
provides students with
the opportunity to
become independent
thinkers who master
their own learning.
STEPS Description of
Inquiry Level
Sample Questions
Step 1:
Gather and Recall
Information
(Gathering/Input)
Ask Level 1 questions
to identify what
students know about the
problem or question and
connect to prior
knowledge.
•What  do  you  know  
about your problem?
•What does
__________mean?
•What  did  you  record   solving this problem
from your class notes
about the lecture?
•What  does  it  say  in  the   •How  would  you  teach
text about this topic?
•What  is  the  formula  or  
mnemonic device (ex.
Step 3:
Apply and Evaluate
P-E-M-D-A-S) that will Actions/
help you identify the
steps necessary to solve
Solutions
(Applying/Output)
the problem?
Ask Level 3 questions
Step 2: to apply knowledge
Make Sense Out of acquired and
Information connections made to
Gathered predict, judge,
(Processing) hypothesize or evaluate.
Ask Level 2 questions •How do you know the
to begin processing the solution is correct? How
information gathered, could you check your
make connections and answer?
create relationships.
•Is  there  more  than  one  
•Can  you  break  down   way to solve the
the problem into smaller problem? Could there be
parts? What would the other correct
parts be? answers?
•How  can  you  organize   •Can  you  make  a  model  
the information? of a new or different
way to share the
•What  can  you  infer   information?
from what you read?
•How  do  you  interpret
•Can  you  find  a   the message of the text?
problem/question
similar to this in the •Is  there  a  real  life  
textbook to use as an situation where this can
example? be applied or used?
•What  is  the  relationship   •Can  you  explain  it  in  a  
between ______ different way?
and ______?
•Could  the  method  of  
work for other
problems?
 
this to a friend?
 Costa’s  Levels  of  Thinking  and  Questioning

Costa’s  Content  
Specific Questions

Costa's Levels of
Questioning -
Math
Level 1 Level 2 Level 3
What information is What additional Predict what will
given? information is needed happen to
What are you being to solve this problem? _______ as _______ is
asked to find? Can you see other changed.
What formula would relationships that will Using a math principle,
you use in this help you find this how can we find ...?
problem? information? Describe the events
What does How can you put your that might occur if...
_____mean? data in graphic form? Design a scenario for...
What is the formula What occurs when..? Pretend you are...
for...? Does it make sense What would the world
List the... to...? be like if...
Name the... Compare and contrast How can you tell if
Where did...? ______ to _______ your answer is
What is...? What was important reasonable?
When did... about... What would happen to
Explain the concept What prior ____if _______
of... research/formulas variable were
Give me an example support your increased/decreased?
of... conclusions? How would repeated
Describe in your own How else could you trials affect your data?
words what ________ account for...? What significance is
means Explain how you this formula to the
What mathematical calculate... subject you're
concepts does this What equation can you learning?
problem connect to? write to solve the word What type of evidence
Draw a diagram of... problem? is most compelling to
Illustrate how _____ you?
works.
 Costa’s  Levels  of  Thinking  and  Questioning

Costa's Levels of
Questioning –
Science
Level 1 Level 2 Level 3
What information is What additional Design a lab to show...
given? information is needed Predict what will
What are you being to solve this problem? happen to
asked to find? Can you see other _______ as _______ is
What formula would relationships that will changed
you use in this help you find this Using a science
problem? information? principle of, how can
What does How can you put your we find ...?
_____mean? data in graphic form? Describe the events
What is the formula How would you that might occur if...
for...? change your Design a scenario for...
List the... procedures to get better Pretend you are...
Name the... results? What would the world
Where did...? What method would be like if...
What is...? you use to... What would happen to
When did... Compare and contrast ____ if _______
Describe in your own ______ to _______ variable were
words what ________ Which errors most increased/decreased?
means affected your results? How would repeated
What science concepts What were some trials affect your data?
does this problem sources of variability? What significance is
connect to? How do your this experiment to the
Draw a diagram of... conclusions support subject you're
Illustrate how _____ your hypothesis? learning?
works. What prior What type of evidence
research/formulas is most compelling to
support your you?
conclusions? Do you feel _______
How else could you experiment is ethical?
account for...? Are your results
Explain the concept biased?
of...
Give me an example
of...
 Costa’s  Levels  of  Thinking  and  Questioning

Costa's Levels of
Questioning -
English Level 3
Level 2 Design a ______ to
Level 1 What would happen to show...
What information is you if.. Predict what will
given? Would you have done happen to_______ as
Locate in the story the same  thing  as…? _______ is changed
where… What occurs when..? Write a new ending to
When did the event Compare and contrast the story  (event)…
take place? ______ to _______ Describe the events
Point  to  the… What other ways could that might occur if...
List the... ____ be interpreted? Add something new on
Name the... What is the main idea your own that was not
Where did...? of the story (event)? in the story…
What is...? What information Pretend you are...
Who was/were...? supports your What would the world
Illustrate the part of the explanation? be like if...
story that… What was the message Pretend you are a
Make  a  map  of… in this piece  (event)… character in the story.
What is the origin of Give me an example Rewrite the episode
the word of... from your point of
___________? Describe in your own view.
What events led to words what ________ What do you think will
______? means. happen to _______?
What does__________ Why?
suggest about What is most
_________’s compelling to you in
character? this _______? Why?
What lines of the poem Could this story have
express  the  poet’s   really happened? Why
feelings about or why not?
____________? If you were there,
What is the author would you...
trying to prove? What How would you solve
evidence does he this problem in your
present? life?
 Costa’s  Levels  of  Thinking  and  Questioning

Costa's Levels of
Questioning –
Social Studies

Level 1 Level 2 Level 3

What information is What would happen to Design a ______ to
given? you if.. show...
What are you being Can you see other Predict what will
asked to find? relationships that will happen to
When did the event help you find this _______ as _______ is
take place? information? changed
Point  to  the… Would you have done What would it be like
List the... the same  thing  as…? to  live…
Name the... What occurs when..? Write a new ending to
Where did...? If you were there, the event…
What is...? would you... Describe the events
Who was/were...? How would you solve that might occur if...
Make  a  map  of… this problem in your Pretend you are...
life? What would the world
Compare and contrast be like if...
______ to _______ How can you tell if
What other ways could your analysis is
____ be interpreted? reasonable?
What things would you What do you think will
have used  to… happen to _______?
What is the main idea Why?
of the event? What significance is
What information this event in the global
supports your perspective?
explanation? What is most
What was the message compelling to you in
in this event… this _______? Why?
Explain the concept Do you feel _______ is
of... ethical? Why or why
Give me an example not?
of...
Describe in your own
words
Costa’s  Levels  of  Thinking  and  Questioning