2. SO WHAT IS HIGHER LEVEL OF QUESTIONING??
• Questions that the student cannot be answered or by
recollection or by reading or by verbatim from the text.
• These kind of questions put advanced cognitive demand for
students and encourage to think beyond literal questions.
• It promotes critical thinking skills to students to apply, analyze,
synthesize and evaluate information instead of simply recalling
facts.
3. WHAT WE KNOW IN TEACHING HIGHER LEVEL
OF QUESTIONING??
• Higher order thinking or questioning often used to refer and defined by the
following:
• Transfer- the student’s ability to apply new knowledge and skills to new
context
• Critical Thinking- the ability to reason, reflect, and decide what to
believe or do next.
• Problem solving- meeting a goal that cannot be met with a memorized
solution
4. FOR INSTANCE…
• Application questions- require students to transfer knowledge
learned in one context to another.
• Analysis questions- expect students to break the whole into
component parts ie. analyze the mood, setting, characters, express opinions,
make inferences and draw conclusion.
• Synthesis questions- have students use old ideas to create new ones
using information from variety of sources.
• Evaluation questions- require students to make judgements, explain
reasons for judgement, compare and contrast information, and develop
reasoning using evidence from the text.
5. RESEARCH STUDIES AND ARTICLES ON HIGHER
LEVEL QUESTIONING
• According to research…
Teachers who effectively use a variety of higher-order
questions can overcome the brain’s natural tendency to
develop mental routines and patterns to limit
information, which is called “neural pruning”.
As a result, student’s brain may become more open-
minded, which strengthen the brain.
6. RESEARCH STUDIES AND ARTICLES ON HIGHER
LEVEL QUESTIONING
• According to an article in:
Educational Leadership (March 1997)
Researchers Thomas Cardellichio and Wendy Field
discovered that higher order questioning increase neural
branching. The researchers found that teachers can
promote the process of neural branching through seven
types of Questions:
7. RESEARCH STUDIES AND ARTICLES ON HIGHER
LEVEL QUESTIONING
1) Hypothetical thinking
2) Reversal thinking
3) Application of different symbol system
4) Analogy
5) Analysis
6) Completion
7) Web Analysis
8. SO… HOW TO APPLY THIS TO PRACTICE??
Teachers can use the following taxonomies:
• Bloom’s Revised Taxonomy of Learning
• Webb’s Depth of Knowledge
13. STRATEGIES AND TOOLS FOR HIGHER LEVEL OF
QUESTIONING
• Posing provocative questions, statements or scenarios to generate
discussion
• Requiring students to explain concepts using analogies, similes
and metaphors
• Posing problems with no single solution, or that have multiple
pathways to a solution
• Modeling a range of problem solving strategies
• Using concept mapping to assist students to make connections
between and within ideas.
14. STRATEGIES AND TOOLS FOR HIGHER LEVEL OF
QUESTIONING
•Creating a makerspace in your classroom to
encourage creativity, critical thinking and design
thinking.
•Posing paradoxes for students to consider
•Creating an “I wonder” wall in your classroom
•Conducting a Socratic Dialogue
