Higher-Order Questions

1. Higher-Order Questions District Modified Wednesday February 1, 2012

2. Jump Start: Think-Pair-Share Why do we study levels of questioning? • Good questioning techniques are very important in teaching. • Effective teachers use questioning to help motivate students to pay more attention in class and to remember information better. • Questioning can be used to cause students to reason through problems and to put pieces of information together in new ways. • Levels of questioning are part of the way we communicate with each other. Rationale

3. Bloom’s Taxonomy Costa’s Level of Questioning Knowledge Level 1 Introduction of knowledge Comprehension Application Level 2 Practice knowledge learned Analysis Synthesis Comparing Costa to Bloom Level 3 Demonstrates mastery of knowledge learned Evaluation

4. Bloom’s Taxonomy Costa’s Level of Questioning Students will… By doing the following… use learned material in new situations (Application) Demonstrating the material (Level 2 Practice knowledge learned) Comparing Costa to Bloom’s

5. Writing Higher-Order Questions

6. Watch the following clip. • Write the questions presented. Identifying Levels of Questioning

7. Categorize the questions as Costa’s level one, two, or three. Identifying Levels of Questioning

8. Higher and Lower Level Questions

9. Intent is important! • Just because a question starts with a certain verb doesn’t mean the question corresponds with a verb list. • For example… • Evaluate the following expression: (3x + 5) if x = -2 • The question uses the word evaluate, which is a level three verb. The question, however, is still a level one question. Determining Levels

10. English example

11. Math example

12. History example

13. Science example

14. Categorize the questions that you scripted from the video clip into levels. Make sure that you use the handout of Bloom and Costa. • Draw conclusions from the levels of questions, including the intent of each question. • Debrief the video: What were the levels of questions? What were the high level questions? What were the other levels of questions? Why were the questions asked at these levels? Levels of Questions

15. Writing Questions

16. Writing Questions

17. Writing Questions

18. What did you find you focused on as you wrote different level questions? Determining Levels

19. What happens when a student has difficulty answering a higher level question? • Scaffolding is: • When a teacher supports the student with transitional questions/cues to help build the student’s knowledge • After you have initially described and modeled the instructional skill/concept a multiple number of times (“I Do”) • The “guided practice” part of the lesson (“We Do” and/or “You Do Together”) Scaffolding

20. Increasing the number of and difficulty level of questions • Providing immediate and specific feedback (and positive reinforcement) with each student response • When students can independently demonstrate knowledge of the concept/skill (“You Do”) MathVIDS, 2012 • Scaffolding (con’t) 20

21. Watch the video clip, write down the questions that are asked by the teacher, and then determine how the teacher used “Scaffolding” to support the students. • Discuss how the teacher used scaffoldingand how scaffolding can be helpful for students in the learning process. • Scaffolding 21

22. Take the Bloom and Costa handout and use it to write varied levels of questions for your lessons. • Bring in examples of how you used Higher Level Questioning and Scaffolding in your classroom. • What was the impact on student learning? Data? • What is easy/difficult when writing/asking High Level Questions? • What questions do you have about Scaffolding in the “We Do” and “You Do Together” portions of Gradual Release? • Next Steps 22

23. Please fill out the Exit Slip and leave it on your table. • Exit Slip 23