Hello everyone! How are you doing? I need help bad. I just had a bad observation and have been recommended for a growth plan. I need your help with higher order thinking questions. I am in an inclusion class and my observer feels as if I am not challenging my students enough. Please help me with some questioning techniques. Thanking you in advance/
Check out this site on Bloom's Taxonomy. It gives you some sample questions that go with each level. Using this, you should be able to insert questions of your own based on the book/story you're teaching.
This may be an older version of Bloom's, but it's all good.
I agree with the idea of taking a look at Bloom's. The other thing I do is teach my kids how to develop their own questions, because it helps them to see the difference between literal questions and those that require an inference. The Q Chart (attached) is a big help for students. I start with a picture book (Where the Wild Things are) when I teach this lesson in grade 8. I read the book, and have students write questions about the story on post it notes. Then we post them on a large copy of the Q Chart at the front of the room. Most of the post-its end up in the top left quadrant of the chart. I then explain that the further down and right that you go on the chart, the deeper the questions get. So a "Who is..." question is "thinner" than a "How might..." question. I give them examples, and then they come up with a new batch of questions related to the book. I find that knowing how to develop questions helps them to answer questions!
You may want to use the Q Chart when you're developing your questions during lessons. It's ok to ask a couple of literal questions, but as you plan, make sure that most of your questions fall in the bottom right quadrant of the Q Chart. Just make sure that your students know the difference, so they know that some questions have the answer "right there" in the text, and some require that they put what is in the text together with their own ideas.
Similar to the Q chart mentioned by a PP, I use the Q Matrix with my sixth graders. It helps them frame some very insightful questions, and lends itself to discussions about the level of questioning. For example, when conducting a Socratic Seminar, students must be prepared with three questions from rows 4, 5 or 6. We have had some good discussions using this method.
I keep them mostly for my use since there are 74 different bookmarks in the set. The students have heard many of the questions so much that they, in turn, ask each other the questions I have used during our "reading club" time. My goal has been to make a user friendly set for them but I haven't gotten to it yet.
Thanks so much for the bookmarks. I did a a list of critical thinking questions from Bloom's from a Masters class, that if I can figure out howto attatch a document, I'll post it.
I am not as computer savvy as my younger counterparts.
When I first started teaching a had a list of the Bloom's verbs listed on six different colored posters. Whenever I made lesson plans, asked questions in class, or wrote comprehension questions I always referred to them. This helped me ask more thought provoking questions. It even helped the students because they could see where I wanted them to be.
Thanks for these great resources. We are now concentrating on Non-Fiction and it seems so much harder for students (and myself) to come up with questions for Non-Fiction than fiction. I use rings of questions all the time and will be adding those from UConn to a new ring. I have also used book marks before so I know that these will be very helpful. You are all wonderful.
This thread has already made me feel better about what I am about to do, it's not even funny!!! I am a first year 7th grade reading teacher and my brain is on overload. I cannot figure out how to teach children who have really never been taught to THINK how to think! This at least gives me a jumping off point! Thank you so much!!!