Questions
for Higher Level Thinking
Lower Level Questions: (knowledge and comprehension)
RECALLING
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Who, what, when, where, how ______?
SUMMARIZING
-
Can you summarize ______?
Higher Level Questions: (analysis, synthesis,
and evaluation)
COMPARING
-
How is ______ alike and different from ______?
IDENTIFYING ATTRIBUTES AND COMPONENTS
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What are the characteristics/elements of ______?
GROUPING AND CLASSIFYING
-
How might we organize these into groups/categories?
ORDERING
-
How might you put ____ into sequence according to _______.
-
What is the proper order of ____?
IDENTIFYING RELATIONSHIPS AND PATTERNS
-
What would a concept map look like ______?
-
Can you make a graphic organizer of how Jamestown was settled?
REPRESENTING
-
In what other ways might we present ______?
IDENTIFYING MAIN IDEAS
-
What is the main topic in ______?
-
Retell the main idea of ______ in your own words.
IDENTIFYING ERRORS
-
What is wrong with ______?
INFERRING
-
What might we infer from ______?
-
What conclusions might be drawn from ______?
PREDICTING
-
What might happen if ______?
-
What do you think might happen next?
ELABORATING
-
What ideas/details can you add to ______?
-
What is an example of ______?
SYNTHESIZING
-
What might you add to your house for a more modern look?
ESTABLISHING CRITERIA
-
What standards/elements would you use to judge/evaluate ______?
VERIFYING
What evidence supports ______?
How might we prove/confirm ______?
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Strategies
with Effective Prompts
PLAN TO ASK "FOLLOW-UPS"
How do you know? Will you give an example? Can you tell me
more?"
ENCOURAGE MORE THAN ANSWER
"There is not a single correct answer to this question. Consider
alternatives.
DISCUSS WITH A PARTNER
Allow individual thinking time, discussion with a partner,and
follow with whole-group discussion.
RANDOMLY ENGAGE STUDENTS
Pull students' names from a cup. Avoid the pattern of
only calling on those students with raised hands.
ASK STUDENTS TO EXPLAIN
"Describe how you arrived at your answer."
PROMOTE ACTIVE LISTENING
"Could you please summarize our discussion thus far?"
ENCOURAGE DIVERSITY IN THOUGHT
Require students to defend their reasoning against different
points of view.
SURVEY THE CLASS
"How many people agree with the Jesse's point of view?"
(thumbs up, thumbs down)
ALLOW FOR STUDENT TO CALL ON SOMEONE
"Jerhome, will you please call on someone to respond?"
ENCOURAGE STUDENT QUESTIONING
Provide opportunities for students to generate their own questions.
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