Strategies for “Bumping Up” Your Questions from Basic Knowledge Level AVOID STRATEGY INSTEAD Knowledge-Level Examples Higher-Level Alternatives “ What does listless mean?” Ask students to provide examples of concepts from their own experience. “ Describe a time when you felt listless.” “ What is a metaphor?” Ask students to describe similarities and differences between a new concept and an old one. “ How are metaphors and similes similar and different? Use examples from _____.” “ Define equity.” Ask students to apply the concept to something they have seen or read recently. “ Where have you seen equity demonstrated in current events you have read about or seen on TV?” “ Describe osmosis.” Ask students how they would explain this concept to a younger student “ How could you use a visual concrete method to explain osmosis to a 1 st grader?”
C-I-A Curriculum Learning Goals and Objectives: What do I want them to learn? Instruction: What will I do and what will they do – in and out of class – so that they learn? Assessment: What will they do to show what they have learned? Learners
Prior to Lesson : How will you assess prior learning or diagnose readiness for the planned lesson?
During the Lesson: How will you assess student progress and provide feedback throughout the lesson (formative assessment)? List specific examples of purposeful oral questions that may be embedded in the lesson to assess and enhance student learning.
After the Lesson: How will you evaluate students’ post-instruction achievement level in relation to the targeted learning (summative assessment)?