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I'm excited to use the resources on the redesign resource that was provided. I think the "asking good questions" video will help my students have more meaningful socratic seminars.

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Teachers can use Costa's Levels to scaffold reading and guide students from understanding the main idea to the text, to more complex reading, to writing their own discussion questions.

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Can students still WRITE level 3 questions if they can't ANSWER level 1 questions? How can we ensure students comprehend the text before going beyond the text? Or will going beyond the text help them comprehend the text?

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To scaffold assignments and ensure students are learning in a sequence that makes sense for someone with no prior knowledge. 

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To scaffold assignments and ensure students are learning in a sequence that makes sense for someone with no prior knowledge. 

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I need to ask more complex questions after the basic levels.  

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I need to ask more complex questions after the basic levels.  

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I can have my students answer basic questions, who, what, where, why, and how questions as part of determining their prior knowledge.

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I can use Costa's levels by using the resources that provided that will help me be able to break down Essential questions further into smaller group activities.

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Must the levels of questions be done in the specific sequence? Or can we stimulate inquiry with a level 3?

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Must the levels of questions be done in the specific sequence? Or can we stimulate inquiry with a level 3?

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Level 1, Level 2 and Level 3 should be used during think, pair share.  

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Level 1, Level 2 and Level 3 should be used during think, pair share.  

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I think I can apply Costa's level of thinking during my bellwork time for each class. I ca provide different options for students who have different levels of Spanish. Like students who are more fluent can have open ended questions in Spanish, instead of level 1 that can just try to know the vocabulary.

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Concern, Cause and Correction. students will take the customer's concern (engine runs rough) find the cause (spark plug wire broken) and correct it (replaced spark plug wire)

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I can use these resources to form a group expectation of thinking in my class.

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In special education, we apply different levels of questioning on a daily basis. It all depends on the student's needs and abilities.

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I can guide students' questions leading to a deeper understanding during instructions, also Costa's levels are very helpful, guiding teachers when creating assignments and assessments. 

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I can guide students' questions leading to a deeper understanding during instructions, also Costa's levels are very helpful, guiding teachers when creating assignments and assessments. 

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Differentiate Instruction based on levels of understanding

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To scaffold assignments and make sure students are understanding the information!

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After watching the provided video, I have a better understanding of what "good questions" sound like and will lead to more meaningful takeaways during scenarios, especially in LPS.

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Level 1 – Gathering:
Recall facts, define terms, or identify information directly from the source.

Level 2 – Processing:
Explain ideas, analyze relationships, or make inferences based on evidence.

Level 3 – Applying:
Use what you’ve learned to evaluate, predict, or create something new.

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Costas is a great way to increase thinking and get students to work beyond simple one answer questions and instead thinking about the Why of solving

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Costa's levels can be used within the same assignment by using various levels of questioning and varying the levels of scaffolding.

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Yes, students can have level 3 questions since they are directly affected by the student's experience or real-world applications.

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Level 1 Questions provide students the ability to do a quick check for understanding. They get instant feedback.

Level 2 & 3 questions guide students in their research for assessment projects as they look for connections between events (lvl 2) and to the modern day (lvl 3).

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What is a good example of a level 3 question? 

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What is a good example of a level 3 question? 

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To build upon itself and to let those students who are ready to reach higher in lower level assignments 

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To build upon itself and to let those students who are ready to reach higher in lower level assignments 

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We can use Level 1, 2, and 3 questioning to help students think outside the box instead of just finding one simple answer/solution.

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I can use costa's levels when teaching/revising information.

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I have students create Costa's Level questions during the focused note taking process for every SLO.

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I am using it with my Animal Characteristics unit. Students began with Level one questions - Example: List the characteristics of animals

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Through instructional framework. Starting class with basic definitions which is level one. Level 2 Throughout class build examples through labs and group projects allowing kids to synthesize information and finally level 3, having the kids hypothesize how the current lesson applies directly to their own experiences and current situation.

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I see this as an excellent opportunity for students to expand their critical thinking skills and to be able to student-teach.

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In special education, we can modify the same assignment and tailor it to the specific student. Some students are able to complete the assignment as given and others need more support such as reading the assignment aloud.

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Costa's levels can be used to improve rigor in assignments to deepen understanding by the students. If level 1 understanding is all you are going for, you can go further and have a larger breadth of information. As you get to level 3 questions, the focus has to be narrowed to encourage deeper thinking and understanding.

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Level one can be used to introduce a topic, level two can be used to see/make connections and level three can be used to help kids include what they already know.

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Through journaling--start with vocabulary, move on to writing prompts where they dissect information and form opinions, and move to analysis.

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ask connected information, ie what skills do i already have that wiil help me.  ask them to preevaluate themselves

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ask connected information, ie what skills do i already have that wiil help me.  ask them to preevaluate themselves

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To increase level of understanding!

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Starting with level 1 questions and when we transition into independent work it is easy to require level 2 questions from students. I like to have sentence frames up to guide questions.

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I can use the resources that were given in the inservice to create levels 1, 2 and 3 questions on assignments in order to engage students. Begin by modeling levels 1, 2, and 3 questions so that students understand what they are. Then start students with level 1 questions and build upon those questions so that they can see the connections to the content.

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different levels can be utilized in LPS in several different ways, analyzing a crime scene, processing the scene, decision making debrief and report writing.

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You can't have a level 2 or 3 without a level 1. So in English, I would start with basic facts - like what is theme (level 1) then have them compare - compare 2 themes or stories (level 2) then have them create their own story using one of the themes.

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Costa's levels can be used in the same assignment by sequential progression within the assignment

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A good example of a level two question.

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Asking students simple questions when reading short stories or novels to see where their level of understanding is of what we have just read.

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Asking students simple questions when reading short stories or novels to see where their level of understanding is of what we have just read.

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I would first use this example for understanding :Level one seems more basic and straight to the point compared to a level 2 or level 3 question.

Giving a student a level 1 assignment can be a scaffold that eventually leads to a level 2.

Level 1 - what were the 3 little pigs houses made of?

How can you use information to then ask a deeper question.

Level 2 Example:  Why in the story 3 little pigs  did the house made of bricks survive or work?

Level 3- What would your house be made of and why?

then since I teach Government and History I would have similar questions but using history I would change the questions to our current discussions like " What different types of material did the native americans use to create housing?" -Level 1

Level 2- Why did the materials certain type of native americans use work?

Level 3 - What would you use for housing material if you were alive back then?

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Use Costa’s Levels to guide questioning and deepen thinking. Start with basic recall (Level 1), move to explaining and analyzing (Level 2), and finish with creative or evaluative thinking (Level 3). Build them into discussions, assignments, and student-created questions to boost critical thinking across all subjects.

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By using the levels for different stages of learning.

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The same assignment can be included with many levels of questions, providing students choices. 

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The same assignment can be included with many levels of questions, providing students choices. 

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Level 3 questions more aimed towards PE and skills driven ideas.

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In our ESS classrooms, can we modify the text so that we can come up with three different levels of questioning based on the academic abilities of our students?

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I can plan some questions before the lesson to make sure to hit the different levels.

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I use Costa's Levels to guide the questions I use in class when developing my assignments and assessments.

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It all depends where students are within the learning target. Some students may still be learning the basics, while others are ready for application.

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This would allow students to start asking better questions as they move through the material.

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I can implement Costa's Level of questioning to help recall recently learned material. Students will also be able to challenge themselves by asking higher level questioning. This can help guide the teacher in creating meaningful and challenging questions for the student.

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Costas level sentence frames poster for the wall for math?

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More ideas on how to implement it in math class!

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Costa's levels can be used in the same assignment because they don't always have to be questions. The levels can also be reached in group work assignments.

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When using Costa's level of thinking for the same assignment, you can create student choice. Also different levels of scaffolding and questioning.

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We ca use different levels within the same assignment in order to differentiate instruction. The level that students use will also determine how we build upon the assignment's rigor.

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You can easily implement this by assigning the varying levels of questioning , making the questions more thought provoking as you go.

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Ms Brown nailed it with scaffolding. working problems backwards, prompting powerful question asking when, where, what, how?

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Ms Brown nailed it with scaffolding. working problems backwards, prompting powerful question asking when, where, what, how?

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Defining terminology, analyze and apply concepts in either labs or worksheets, and finally hypothesizing and apply the concept in an actual project or discussion

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Same assignment, vary levels of questions. 

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Same assignment, vary levels of questions. 

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Analyze each each teacher point of view and Distinguish applications of the solutions of each identified problem.

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How can I encourage my students to write their own level 3 questions?

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Can we start with a level 3 question and break it down into level 2's and 1's.

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I think using level 1 to scaffold to level 2 type questioning is the way to achive this success within the same assignment. As the teacher be sure the student understands level 1 before moving them on to a level 2.

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I would like to see real examples that can be used in the science content area.

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Can we get Costa's sentence frame posters?

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An example of what a level 3 question might look like. 

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An example of what a level 3 question might look like. 

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More ideas for performative/physical lessons.

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exploring more self actualized application activities 

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exploring more self actualized application activities 

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Sometimes it is difficult to scaffold with our students. They have some limitations that make it difficult to move from a level 1.

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We just used this in my class for our one pager activity, students had to identify basic understanding then they applied what they did on the posters to explain information then they had to create discussions and questions based on their peers posters

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Encouraging students to answer a deeper question. If you are asking a student to identify or describe as an answer, ask a higher level question to keep them engaged and thinking at a higher level.

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Students that are reaching level 3 might need a little help getting there as they start out. This is a strategy that needs to be implemented more often for students to become better independent learners.

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Costa's Levels can be used inside the same assignment in order to build the levels of questioning needed for the assignment or the assessment.

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Levels two and three please.

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How can I ensure students aren't using AI to "cheat" through the level 2 or 3 questions?

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Level 3 questions that are for AP spanish class that can help student articulate more ideas and have higher vocabulary

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Examples of getting students to the level 3 questions.

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I can apply Costa's levels to my classroom by building a friendly communication to make sure the students are engaging in the class while teaching class material.

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History questions

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Teachers can scaffold assignments to help guide students

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To use all levels in one assignment, you could start with the subject and explain and demonstrate the objective in video. You can have them take notes during this time and have them answer some questions stems where they have to go to multiple places to find their answers. Then I can give them scenarios and have them explore the environment I created. Bobbi Nelson

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By scaffolding information first introducing the topic, then seeing how they make connections, and lastly applying what they have learned. 

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By scaffolding information first introducing the topic, then seeing how they make connections, and lastly applying what they have learned. 

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Incorporating Costa of levels into instructional framework. With a full lesson plan via canvas that we can use as a template and adjust based on our own subjects

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Costa's Levels of questioning can be used to clearly show the learning progression for students. By progressively increasing levels, students can further their learning.

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Project-based learning for freshmen math that includes all 3 levels. 

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Project-based learning for freshmen math that includes all 3 levels. 

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Level 1 pre reading

Level 2 during reading

Level 3 after reading

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Can we see more subject specific examples of this?

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In a multimodal research project, the students would go through each level with each different modality. For example, a Brainstorming activity that helps determine topic would be a level 1 and then a narrative on how they completed their research would be a level 2 and finish with explaining findings for different audiences

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Begin with level one to introduce new topics to students. Use level 2 and level 3 to build upon the notes.

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Do students need to understand level 1 questions before they are prepared to move on to level 2 and 3?

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How to actually implement this in a way that is meaningful to the students

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Evaluate and Predict possible solutions for the identified problems. With the Hypothesis that all team will collaborate.

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Identify areas to improve in our department, explaining my team what to improve. In that way everyone is involved in solutions.

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Could you please send sentence starters for each level of questioning for math. If you have examples also, that would be great.

Thank you.