This document discusses strategies for asking questions in the classroom. It identifies different types of questions, including low-level questions that assess basic knowledge and high-level questions that require thinking and connecting ideas. It provides examples of each and recommends writing questions aligned with the themes being taught. The document also discusses using questions to involve students and assess understanding, as well as best practices for implementing questioning strategies.

1. Chapter 6
Questioning Strategies in the Era of Standards and
Accountability

2.  A. To involve students in the lessons.
 B. To promote students’ thinking and
comprehension.
 C. To review important content.
 D. To control students.
 E. To assess students.
Reasons for using questions

3.  Low level questions: These questions
tap into the knowledge level of students
◦ What are the three most common tools in a
metal shop?
◦ How much is 5 +6
◦ How do you spell anonymous?
Types of Questions

4.  High-Level Questions: These questions
require mental processing or the
connecting or the transformation of ideas
by students.
◦ How does the U.S. seeks alliances with other
countries?
Types of Questions

5.  Think of the theme you are teaching, and write
two or three questions. For example, if you are
working on a book about friendship, “What
things do you like to do with your friends?” and
“What happens when your friends do not like to
do what you like to do?”
 Prepare prompts to help your students elaborate
their questions “Can you tell me more about
that?” “What makes you think that?”
 You can also encourage higher order thinking by
sharing students’ responses (covering students’
names) and asking them how to improve it.
How do I add more higher
thinking questions to my lessons?

6.  Don’t be discouraged if students struggle
with answering/asking higher order
thinking questions. It takes students
some time to adapt to higher
expectations.
How do I add more higher
thinking questions to my lessons?

7.  Questions should not be used to
embarrass students, but to check their
understanding/involve them in the lesson.
 Research shows that by fourth grade
students already know how they are
perceived at school (e.g. smart, silly) and
they will play their parts.
 Ask a question, wait about ten seconds
and then call on a student.
What is the right way to ask
questions?

8.  Don’t worry, questioning is not the only
way to foster HOT in your classrooms.
◦ Blogs can be used to foster higher order
thinking. Some examples include blogs:
literature response blogs and showcase blogs.
◦ Teacher Blogs
◦ The Miss Rumphius Effect
◦ Cal Teacher Blog
◦ Student Blogs
◦ Carol Marita's grade four class
Fostering higher order thinking
using technology

9.  P. 201, let’s practice labeling questions as
low level questions or high level
questions.
◦ Students seating at the right: odd questions
◦ Students seating at the left: even questions
◦ Students seating at the middle: pick 9 different
questions
Quick Review

10.  Convergent Questions: Questions that
generally require one right answer.
◦ What is 6x6
◦ A turtle is in what animal class?
Questioning Focus

11.  Divergent Questions: Opposite to
convergent questions. They allow many
different answers. Also known as Open-
Ended questions.
◦ How are Julius Caesar and Hamlet alike?
◦ Give me one of the most significant dates in
world history?
Questioning Focus

12.  Prompting: The use of hints or
clues, that are used to aid the student in
responding successfully.
Ex: p. 208
 Probing: Strategy used to have the
student supply additional information to
ensure comprehensive and complete
answers.
◦ Ex: p. 209
Questioning Strategies