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This is the set we used in the PD!

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Tool: Open-ended questions that reveal student thinking

One effective informal method that teachers use to understand student thinking involves posing questions that require students to think and demonstrate an understanding of the concepts being taught. Developing these questions "on the fly" can be challenging for new teachers. One way to develop this skill is to incorporate it into the planning process and to deliberately prepare questions ahead of time. Mentors can play an important role by helping beginning teachers create questions during the planning process.

Listed below are some general open-ended response questions. Mentors and beginning teachers can use this list as a starting point from which to create lesson-specific questions:

Knowledge

What is...? How is...?

Where is...? When did _____ happen?

How did _____ happen? How would you explain?

Why did...? How would you describe...?

When did...? Can you recall...?

How would you show...? Can you select...?

Who were the main...? Can you list three...?

Which one...? Who was....?

Comprehension

How would you classify the type of...?

How would you compare...? Contrast...?

Will you state or interpret in your own words...?

How would you rephrase the meaning...?

What facts or ideas show...?

What is the main idea of...?

Which statements support...?

Can you explain what is happening...? What is meant...?

What can you say about...?

Which is the best answer...? Why?

How would you summarize...?

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One effective informal method that teachers use to understand student thinking involves posing questions that require students to think and demonstrate an understanding of the concepts being taught. Developing these questions "on the fly" can be challenging for new teachers.

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Bloom's Poster

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Teachers ask hundreds of questions a day so it is important that they use questioning techniques that challenge the thinking of ALL students.

Here are five teaching tips for high-level questioning:

1. Require ALL learners to answer the question. This is when using the "all-write" strategy is very helpful. Instead of simply asking a question and having one or two students raise their hand to answer, the teacher should have ALL students write down an answer to the question. This way the teacher has gotten all of her students involved in the question and answer process. Or, instead of having all students write their answer, the teacher could simply ask the question and have ALL students share their response with a partner.

2. Require students to defend, or back-up, their answers.

3. Use Bloom's Taxonomy to create high-level questions. For example, instead of asking, "Which U.S. President authorized the use of the atomic bomb at the end of World War II?" a teacher could ask, "Was President Truman justified in using the atomic bomb to end World War II and why do you think that?"

4. Differentiate questions as appropriate.

5. Promote examination of new and different perspectives. For example, instead of asking, "What happened at the Boston Tea Party?" a teacher could ask, 'If you were a British soldier, how would you have reacted when you heard the news about the Boston Tea Party?"

By using these simple teaching tips for high-level questioning, teachers can not only get ALL their students involved in the lesson, but also get all those students to gain a deeper understanding of the content by challenging them to think critically about each answer.
How do you integrate higher level thinking questions and critical thinking skills into your classroom? Share in the comments section!

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teaching tips for high-level questioning

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Teaching Tips for High-Level Questioning

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Teachers ask hundreds of questions a day so it is important that they use questioning techniques that challenge the thinking of ALL students. Here are five teaching tips for high-level questioning: 1. Require ALL learners to answer the question. This is when using the "all-write" strategy is very helpful.

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Great for planning!

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Printable Question stems for Students

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Blooms Taxonomy Levels with Assessment Ideas

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Check out this resource for raising the rigor using digital tools.

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Pintrest Page for Higher Level Questioning-Posters and Question Stems

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Discover recipes, home ideas, style inspiration and other ideas to try.

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Poster

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Contains question stems for Open-Ended Document listed in a Bloom's Taxonomy hierarchy.

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Tool: Open-ended questions that reveal student thinking

One effective informal method that teachers use to understand student thinking involves posing questions that require students to think and demonstrate an understanding of the concepts being taught. Developing these questions "on the fly" can be challenging for new teachers. One way to develop this skill is to incorporate it into the planning process and to deliberately prepare questions ahead of time. Mentors can play an important role by helping beginning teachers create questions during the planning process.

Listed below are some general open-ended response questions. Mentors and beginning teachers can use this list as a starting point from which to create lesson-specific questions:

Knowledge

What is...? How is...?

Where is...? When did _____ happen?

How did _____ happen? How would you explain?

Why did...? How would you describe...?

When did...? Can you recall...?

How would you show...? Can you select...?

Who were the main...? Can you list three...?

Which one...? Who was....?

Comprehension

How would you classify the type of...?

How would you compare...? Contrast...?

Will you state or interpret in your own words...?

How would you rephrase the meaning...?

What facts or ideas show...?

What is the main idea of...?

Which statements support...?

Can you explain what is happening...? What is meant...?

What can you say about...?

Which is the best answer...? Why?

How would you summarize...?

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One effective informal method that teachers use to understand student thinking involves posing questions that require students to think and demonstrate an understanding of the concepts being taught. Developing these questions "on the fly" can be challenging for new teachers.

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Video: Students Writing Questions-Middle School Level

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Great article about the importance of Open-Ended Questioning!

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Language is one of the most powerful tools available to teachers. We can use language to stretch children’s curiosity, reasoning ability, creativity, and independence. One effective way to do this is by asking open-ended questions—those with no single right or wrong answer. Instead of predictable an…

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Pintrest Page for Open Ended Questioning-Posters and Question Stems

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Examples of open and closed questions. Also contains question stems for different purposes (eg: making predictions, etc)

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See this chart for tools and ideas to support a variety of instructional needs.

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Technological Pedagogical Content Knowledge (TPACK) is a framework that identifies the knowledge educators need to teach effectively with technology. At the heart of the framework is an understanding that effective teaching involves three interconnected skill domains: knowledge of content, knowledge of pedagogy, and knowledge of technology.