refers to several purposes for which questioning techniques can be used to enhance the development of thinking skills. Questions asked of this type stimulate higher order thinking abilities by requiring learners and the teacher to

• compare

• contrast

• classify

• justify

• speculate

• predict

• synthesize

• evaluate

• move from simple to complex

• move from general to specific, etc.

Questioning methods require that knowledge be

• generated
• structured
• restructured
• integrated
• transferred
• transformed

• is deep immersion in a learning activity

• can be enhanced when learners:

  • interact with each other

  • are asked for comments and assistance

  • roles are involved and detailed

  • access prior knowledge

  • can process and construct new knowledge in meaningful ways

Associations:

• are connections between ideas, sensations, memories, etc.

• are fundamental building blocks for learning

• form networks, patterns, and arrangements of knowledge

• are more meaningful to learners when the associative networks can be used to enhance learning

• address the prior knowledge that learners have and is an important element in building associative networks

• can vary from simple to more complex; concrete to abstract

After a guided reading lesson on Charlotte’s Web, learners work in small groups as the teacher guides learning by using a variety of questions such as "What other story read has a similar message?" "What was the author’s intention in creating this story?" and "How would you do things differently if you were the author to impact the resolution or solution of the plot?" With what main character traits do you most identify? This is followed by each group creating a different ending to the story and sharing with the class.

New

In a social studies class, learners work in small groups to generate a variety of questions based on materials referenced in classroom discussion such as charts, graphs and maps. After this lesson, the teacher selects questions at a variety of cognitive levels and compiles the questions for learners to use as a review prior to a formal assessment.

In a Physical Education class for second-graders, the teacher directs a class discussion on safety by asking:

• When do you use a seatbelt?
• Why is a seat belt important?
• How are seatbelts and bike helmets alike?
• What are three reasons for using seatbelts?
• Can you list three reasons for using helmets?

Secondary

In a world history class, while discussing population explosion, learners are asked basic recall questions about the present problems. To move to higher order thinking, learners will speculate about the issues in the future. What will happen when there is no more room on Earth? What could be an alternative living space other than earth? What problems will exist regarding housing, nutrition, hygiene, etc.? Through class discussion, learners will select one prediction as a debate topic.

New

Secondary

In an advanced Spanish class, learners are asked to answer the following in order to compare and contrast similarities and differences between customs in Spain and those in the United States:

• Why do you think customs are different?
• How are they different?
• How are they similar?
• Are there comparable holidays that are more important in one country than in the other?
• What are some foods from one country that might seem unusual to people the other?

Delaying the onset of potential health problems in adulthood is the unit of study in an eleventh grade Physical Education class. To help learners understand changing nutritional needs, lifestyle changes, and exercise requirements throughout life cycle, learners answer the following questions in a Wellness Plan Journal:

• What two factors are most important when addressing changing nutritional needs of active and sedentary seventeen year old?
• Which lifestyle change would/could affect your health most significantly? How? Why?
• How does food affect your health?