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Praise sparingly - make sure it is directly related to response and sincere.

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Praise sparingly - make sure it is directly related to response and sincere.

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Some research has shown that higher cognitive questions should be used sparingly in the primary grades. Lower cognitive questions might be more beneficial to the primary students in order to impart facts to memory.

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Probing is very important when having students get to the correct answer.

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Probing is very important when having students get to the correct answer.

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Acknowledging correct responses is necessary and effective.

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Acknowledging correct responses is necessary and effective.

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It is good work work at a brisk pace but slow down when asking a question. The most effective wait time is 3 seconds in terms of achievement.

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beneficial for imparting factual knowledge and committing it to memory.
Higher cognitive questions with older students is positively related to increases in on-task behavior.

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Gives students time to develop a response. 

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Gives students time to develop a response. 

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Teaching without questioning is not effective.

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Teaching without questioning is not effective.

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Higher cognitive questions require more wait time, and more wait time allows for more higher cognitive discussions.

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Higher cognitive questions require more wait time, and more wait time allows for more higher cognitive discussions.

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Frequent questioning is good for learning facts, however may not be best for very complex material

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Average wait-time of three seconds is most effective.

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Average wait-time of three seconds is most effective.

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3 seconds is most effective   for achievement

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3 seconds is most effective   for achievement

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Questions (high and low) should be mixed throughout lessons.  The frequency of higher order questions should increase as the students gets older.

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Questions (high and low) should be mixed throughout lessons.  The frequency of higher order questions should increase as the students gets older.

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Providing feedback to the student is JUST as important as the question asked. Teachers should acknowledge correct answers and offer praise

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Providing feedback to the student is JUST as important as the question asked. Teachers should acknowledge correct answers and offer praise

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While keeping a balanced mixture of questions is important, in primary grades we should use higher cognitive questions sparingly. Asking questions does not guarantee higher level responses or learning gains. You must explicitly direct students how they should answer these types of questions. By employing both the explicit instructions and a mixture of questions, student achievement will increase.

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While keeping a balanced mixture of questions is important, in primary grades we should use higher cognitive questions sparingly. Asking questions does not guarantee higher level responses or learning gains. You must explicitly direct students how they should answer these types of questions. By employing both the explicit instructions and a mixture of questions, student achievement will increase.

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Develops critical thinking skills

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A teacher's response to feedback is as important as the question being asked.

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A teacher's response to feedback is as important as the question being asked.

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"Higher level questions . . . produce deeper learning . . . " Higher level questions produce deeper learning in situations where students are able to build from scaffolding instruction or activities. In my class, I like to present students with a problem first; use lower level questioning to build content; then higher level questioning to solidify concepts.

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"Higher level questions . . . produce deeper learning . . . " Higher level questions produce deeper learning in situations where students are able to build from scaffolding instruction or activities. In my class, I like to present students with a problem first; use lower level questioning to build content; then higher level questioning to solidify concepts.

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Providing feedback is a critical learning.  It can redirect students and probe for further explanation.

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Providing feedback is a critical learning.  It can redirect students and probe for further explanation.

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questions prior to reading is not necessarily effective 

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questions prior to reading is not necessarily effective 

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Lessons that include highly effective questioning results in better comprehension, deeper discussions, critical thinking and increased motivation or interest.

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Lessons that include highly effective questioning results in better comprehension, deeper discussions, critical thinking and increased motivation or interest.

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Higher cognitive questions leads to higher-quality answers.

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Higher cognitive questions leads to higher-quality answers.

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Ask frequent questions, but make sure they are higher cognitive questions.

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Making sure that students understand why their answer is incorrect  helps the students deepen their learning about that topic.  

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Making sure that students understand why their answer is incorrect  helps the students deepen their learning about that topic.  

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This often depends on the age of students.  

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This often depends on the age of students.  

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This also depends on the complexity of the material.

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increases motivation
helps to develop critical thinking skills
stimulate independent learning

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More questions does not mean that the students are learning.  

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More questions does not mean that the students are learning.  