High-Level Questioning (HLQs): Empowering teachers to ask questions that encourage high-level thinking (version 1.0--October 15, 2008) Instructional Coaching The Kansas Coaching Project
High Level Questioning Some rights reserved. Educators are granted permission to copy this document for use with students and teachers. However, no part of this document may be included in other publications in any format without written permission from the Instructional Coaching Group. www.instructionalcoaching.com. Copyright 2008
High-Level Questions At Glance Effective questioning involves planning and using questions that are catalysts for student thinking and classroom conversation and dialogue. Bloom s Taxonomy Knowledge questions ask students to recite back simple information. One example is asking students to recite the definition of a sonnet. Comprehension questions prompt students to demonstrate that they understand information. One example is asking students to explain in their own words the poetic structure for a sonnet. Application questions prompt students to use knowledge in new situations. One example is asking students to explain why a particular poem is or is not a sonnet. Analysis questions ask students to break down information into smaller parts so that it can be better understood. One example is asking students to identify the rhyme scheme in a sonnet. Synthesis questions ask students to put together different knowledge they have learned in new ways. For example, asking students to write a poem in the form of their choosing after they have learned about several forms of poetry. Evaluation questions ask students to make decisions about the value or quality of something. For example, asking students to discuss whether or not a poem is a good poem. Question Recipes Teachers use this form of questioning to encourage lively classroom discussion. Question Recipes have two characteristics. Open-ended questions prompt extended responses. For example, How old are you? is a close-ended question. How do you feel about your age? is an openended question that would likely demand a more extensive response. Non-judgmental questions are questions that do not have a correct response. For example, How did you feel when you read the stories? is a non-judgmental question.
What are some questioning techniques I can use to engage students and promote critical thinking? 1 1. Do I use at least a 3-1 ratio of positive to critical comments in my classroom? 2. Do I ask questions of all students in my class? 3. Do I ask at least 3 questions of all students who say, I don t know?--(a) ask the same question again, (b) rephrase the question and ask it again, (c) ask a question that addresses some smaller part of the content. 4. Do I ask the same number of questions of all students? 5. Do I ask students to explain their answers? 6. Do I avoid giving away answers when I ask questions? 7. Do I ask open-ended questions? 8. Do I ask my students to be specific and complete? 1 These suggestions were influenced by Sprick, R.S., Garrison, M., & Howard, L. (1998). CHAMPs: A proactive and positive approach to classroom management. Longmont, CO: Sopris West and G. Ivan Hannel & Lee Hannel (2003). Highly effective questioning. Phoenix, AZ: Kismet Print Productions
Question Question Chart Level 1.Knowledge 2.Comprehension 3.Application 4. Analysis 5.Synthesis 6.Evaluation
Question Explain how she got the answer. Sample Question Chart Level What s another explanation? What did you end up writing on your piece of paper? Is there more than one way? Think of another way to get the same answer. Can you think of a way that would deal with subtraction? What is the difference between translation, rotation, and reflection? Someone describe the other two. What is the next high lighted word? What is a variable? What is our last high lighted word? Tell me why you think this is balanced? Let s look at this desk what would happen if this wasn t balanced? What do you think? Why? Who can explain why 36/12=3? How many of you tried to figure that out? Is my solution right to the scale of being balanced? Why is it balanced? Is that a correct solution to my equation? Why the double thumb down? Did anyone go 7 X 8? How would you explain this to someone that doesn t know? Did you estimate? Is this a solution to make my equation balanced? I need you to answer and give an explanation. What is it? Did anyone do anything different than that? What is w? Can you explain that? What is b? How did you get that answer? 1.Knowledge 2.Comprehension 3.Application 4. Analysis 5.Synthesis 6.Evaluation