This document discusses using higher-order questions in the classroom to challenge students. It defines higher-order questions as those that require students to go beyond simply sharing information by interpreting data, justifying opinions, and providing supporting evidence. Specifically, it discusses divergent questions that have no single correct answer and require students to apply their knowledge to analyze topics or problems. Examples of higher-order divergent question stems are provided. The document also notes that some students, especially those with special needs, require more thinking time to process questions. Tips are given for implementing higher-order questions inclusing calling on other students first and using think-pair-share strategies.