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I really liked the example on having students find what is the difference and how it can be applied in different content areas.

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Arnielle Resuello

Stimulating higher-level thinking requires questions that can be talked about by the whole class. I believe that it could be present even in bell work because of the reasoning that they have to provide in defense of their answers. Also, class environment plays a big role in such situation because students have to feel safe in order to freely express themselves.

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I struggle at times with providing the appropriate amount of wait time following a question. Student need ample time to think about the answer to the question, however I may not want to put students "on the spot" if they do not know the answer.

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Dana DuComb I liked the focus on wait-time, one of my biggest challenges. I enjoyed reflecting on the admin stuff in the article re: if a teacher is using BP in this regard. I also enjoyed the high irony of the article stating we need to take the time to move students into discourse and plan it intentionally and avoid IRE questioning. The questions about process reminded me of my Montessori training. I will reboot those. 

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Dana DuComb I liked the focus on wait-time, one of my biggest challenges. I enjoyed reflecting on the admin stuff in the article re: if a teacher is using BP in this regard. I also enjoyed the high irony of the article stating we need to take the time to move students into discourse and plan it intentionally and avoid IRE questioning. The questions about process reminded me of my Montessori training. I will reboot those. 

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I found these particular points to be  interesting regarding 'wait' time for student responses to questions: " Three or more seconds after asking a question or hearing a student's response, their questioning strategies tend to be more flexible and varied.----"  I am in agreement that questions that require extended 'wait' times typically seem to cause the class as a whole to become more centered around the particular subject matter.

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I found these particular points to be  interesting regarding 'wait' time for student responses to questions: " Three or more seconds after asking a question or hearing a student's response, their questioning strategies tend to be more flexible and varied.----"  I am in agreement that questions that require extended 'wait' times typically seem to cause the class as a whole to become more centered around the particular subject matter.

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The article pointed out how beneficial more thought provoking questions can be for students who struggle in a normal classroom setting. Higher level thinking questions allow those students to draw on their potential creativity and intuition. In general, I tend to lean towards more creative thinking projects so the article was nice to have as a way to generate some more ideas for implementing creative thought.

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Checking for understanding is more than just asking questions and getting responses from just a few students. Teachers should use various effective techniques when checking for understanding. First, the teacher should think about the purpose of the question that is being asked. The QUILT Framework discussed in the article was new to me and I found it to be useful. I found that I often use "wait time" when I ask students questions to give them a moment to process the question and think about their response. The biggest takeaway for me were the tips for helping students who respond incorrectly.

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Higher level thinking allows students to go beyond recalling information. Through various strategies, students should be able to explain their reasoning for the choices they make. I found one of the strategies can be extremely challenging because it was a head-scratcher for me after reading it. This strategy ended up having students find similarities between two items. What made it challenging is that the two items have no relation to each other. This had me thinking after reading it, making it a standout strategy. Students might find this fun because of the challenge it brings.

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Bruce C. Found the idea of the ReQuest Check for Understanding interesting.  Having students read a passage and then have the Students ask the teacher questions about the reading, then reading the next passage and switching roles.  I'm wondering do you have students come up with two or three questions from the reading and then pick x amount of students to ask their questions and then flip the role?   I think I'd like to try this one out.

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Bruce C. Found the idea of the ReQuest Check for Understanding interesting.  Having students read a passage and then have the Students ask the teacher questions about the reading, then reading the next passage and switching roles.  I'm wondering do you have students come up with two or three questions from the reading and then pick x amount of students to ask their questions and then flip the role?   I think I'd like to try this one out.

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In ELA, especially when it comes to comprehension or vocab, it is easy to fall into the trap of simple, IRE questions. Strategic questioning is still possible, and it should be planned beforehand, in order to improve critical thinking in students. This also includes allowing students 3 seconds of "thinking" time, or perhaps writing down an answer before responding. It is best to avoid just choosing students who raise their hand as students should be prepared and comfortable sharing their thoughts in a classroom. By working with strategic questions, students should be able to share their thoughts freely without worrying about being correct.

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Leaving questions open ended, or using questions that have no clear answer are a great way to promote higher order thinking in the classroom.  students would be made to explain why they believe an answer is correct and to provide evidence to support their answers.  This style of questioning promotes DOK 2+ thinking.

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Stimulating higher level thinking by asking the right questions and assigning more abstract investigative/comparative tasks is a great way to get students to think outside the box and step into their own creativity without having them step out of their comfort zone too much. Engaging students in higher level thinking can also help to lift the mood and energy of class in a way that helps everyone feel better about themselves and each other when it's meaningful and productive.

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Silence is one of the hardest things for teachers to hear. That being said, sometimes kids need a time to think about what they're going to say. I always try to ask a variety of "What, why, How, and What if" questions in order to assess more than just the basic content knowledge. 

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Silence is one of the hardest things for teachers to hear. That being said, sometimes kids need a time to think about what they're going to say. I always try to ask a variety of "What, why, How, and What if" questions in order to assess more than just the basic content knowledge. 

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Higher-level thinking requires questions that are going to make Ss think critically rather than surface-level questions. Some strategies for creating questions vary from comparisons to problem-solving. Some of the strategies the article provided that I personally lean towards more for students who are learning a new language are comparisons. For example, having the students compare two characters in a story and explain which character resonates with them more. This allows for character analysis and for them to relate personally. Strategy #5, What might explain, is a strategy that I wasn't familiar with but plan on implementing. The teacher asks students to think about what caused an event to take place. I think my students would like this approach because it is odd and will allow them to think in ways they haven't before.

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- “A good question can keep a whole class going for a long time; a bad one produces little more than a quick answer.”

This resonated with me because higher order thinking questions can take your lesson into the next level and doesn't need to be some flashy lesson. Further, by using higher order thinking questions, you can check for understanding, activate curiosity  and provide differentiation for all students.

Also, I love how this article provided several useful techniques and examples on how to use higher order thinking questions to engage students. I highly recommended bookmarking this article for future reference.

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The best questions keep the entire class engaged in discussion, research, the thought process, etc for longer periods of time. Tasking the students between finding the differences between two concepts is a great question; I can definitely incorporate this into my small groups.

I enjoy the idea of adding further stipulations to writing summaries, such as "Write the theme of the story in less than 30 words." This challenges students to use their language skills effectively and also takes the pressure off some students who are apprehensive about writing.

It is valuable to challenge student thinking in class to further discussion.

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Open-ended questions are essential to help all students in my class to think and make them feel that they have a lot to contribute. Helpful to ask their reasons behind their choices so they know their thinking

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Strategic questioning involves asking well-prepared questions that are open and go beyond fact recall.  They are questions that prompt students to self-assess and self-regulate.

Increase the wait-time to your questions to 3-4 seconds rather than the typical 1-2 seconds to allow students to process and think about the questions.

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"If a student doesn't learn the way you teach, teach the way they learn"

When planning questions for a lesson [yes, questions you will ask should be planned], it's important to think of follow up questions if the student does not respond to the level you are expecting. Continue asking questions that lead students to the level of response you would like. Even if the student's response is "IDK", planned questions can help push past this response...

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The higher level thinking article goes on to describe what exactly higher level thinking is and how you can benefit from using it. As the article goes on to provide multiple means of examples to use in your class. Taking the class beyond the lower levels of DOK and allowing students to retain their creativity and build skills within community belonging, communication, problem solving skills, and more.

Furthermore, it provides language that can help promote the greater or higher level thinking. These methods and means can help provide students with the necessary zone of proximal development to continue learning.

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Jay Twitchell

Students are interested in higher level thinking but they need a safe environment in which to be brave enough to participate in higher level thinking activities.

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In language of arts: ask questions like what is difference between a verb and an adverb.

Ask questions about what is the difference (what is the same).

Asking students to  compare two cultures with similarities and differences.

Asking students to sort of people and culture and place them in certain groups or categores and explain why.

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Higher level thinking activities make students  engaged, unaware of time, focused and eager to participate and voice out their ideas.
A question such as: How is he or she able to do (that) despite (that) requires delving beyond the obvious and thinking deeper. Answers initiated with "probably because" are not acceptable because support from the text is always required which adds to the challenge.
Socratic seminars are optimal examples of higher level thinking activities and engagement is clearly love of the activity made visible.

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I like reviving Blooms Taxonomy.   It's too easy to fall back on comprehension questions and much more enjoyable to step it up and get our students experiences and perception become part of their learning. Kime

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I like reviving Blooms Taxonomy.   It's too easy to fall back on comprehension questions and much more enjoyable to step it up and get our students experiences and perception become part of their learning. Kime

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It takes the use of several senses to assess understanding. You have to know what you expect for understanding so you will recognize it when it appears

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It takes the use of several senses to assess understanding. You have to know what you expect for understanding so you will recognize it when it appears

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Teachers should be conscious and aware of the type of question they are asking, and specifically what type of understanding they are trying to check for as they illicit responses from students. The teacher should design questions intended for Recall, Recognition, Application, Evaluation, Comprehension, Knowledge, etc.

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Giving importance to the student's time to answer any question given to them especially if it is strategic. Normally strategic questions are planned for, help students working their own mind, and giving appropriate wait times.

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Yes, questions without a specific answer engages students even more than a question that has an answer.

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As teachers we ask so many questions a day, but most tend to be simple recall. Strategic questions are those that are 1. planned for and these questions tend to be open-ended rather than a simple recall or one answer. 2. uses appropriate "wait time" to allow students to reflect on their answer rather than just simply answer and move on to the next question. 3. help students reflect on their prior knowledge of a subject and "create a new understanding."

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Questions must be of interest to the student and the thought process involved in answering the question must provide value.

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Questions must be of interest to the student and the thought process involved in answering the question must provide value.

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Giving students time to think about their answer combined with the ability of knowing how to pose a question that promotes individual thought and approaches instead of regurgitating information is how strategic answers can be formed.

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It strikes me as apparent that in order to use questions to check for understanding, you have to master the strategic questions first. One thing builds on the next. Even Bloom's taxonomy pays us a vist.

I also realize how important nonverbal communication is. Even though most students act like they don't pay attention (especially in high school), they do look for that approval of "Hey mister. Did I do good? Did I get it right?" And sometimes giving a thumbs up to someone who didn't feel heard or a nod to let them know they're right as another student struggles can go a long way.

One of my own top ways is hand signals: fist to five. Where a fist is: "I have no idea what I'm doing I seriously need help" and five is: "I can do this and teach someone else how to do it with ease." And the Socratic seminar. Getting in those small groups is always helpful.

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One method that is usually used to check for understanding is the approach to just try to ask questions to be able to receive clarification on what students understand and what they need to continue to work on but a step back about that approach is that the questioning rarely advances beyond. By this I mean that many times questions are closed ended questions and not open ended questions. Checking for understanding shouldn't look as just asking students a question and having them give us a simple answer but instead have more steps that they must overcome to express how much they are able to grasp and what they continue to need assistance with.

●      I can start by asking students to identify which formula is used to solve different processes

●      Once a student determines the correct one they can go ahead and break down the components of the formulas

●      Try to solve the one I give them

●      Have students create an example to challenge peers

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The open-endedness of the questions allows students an opportunity to think about the material and make connections to the lessons and the real world. By allowing them a moment to think before answering, or think-pair-share moments, student metacognition increases. Strategic questions are also great conversation starters and may also raise other questions that students may have within that allotted time.

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The teacher decides what knowledge is valuable (Cazden, 2001).

The teacher determines the pace the lesson should follow (Dillon, 1988).

Too often teachers get into the mindset that students will not be able to answer questions unless otherwise prompted, or their responses might not be relevant. We need to NOT follow those two bullet points but allow the students to think, and then engage at their own pace.

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It resonates with me that strategic questions are 1) they are planned for, (2) they help students harness the workings of their own minds, and (3) they use appropriate “wait time” to increase student accountability and the complexity of student responses.

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It is vital to give students the proper time to answer any strategic questions. Too often teachers want to quickly move on without giving students time to really think and give their responses, which lowers student accountability and question complexity.

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Leading Discussions with Focus Questions and Conversation Extenders. When it comes to creating meaningful student answers, teachers need to change the way they ask their questions and teach students how to properly bounce off one another effectively. Creating opportunities for open discourse is encouraged, BUT all discussions students have should be guided with a focus question (their learning target) AND conversation starters / extendards. Students need to be taught HOW to properly collaborate and generate questions themselves.

Here is a quote I thought summed it up well:

“Our students must see questioning as a productive way to contribute to classroom dialogue and, most important, as a mind tool for learning.”