“Knowing the right answer is overrated. It requires no decisions, carries no risks and makes no demands. It is automatic. It is thoughtless.”
Eleanor Duckworth, Harvard Professor Emerita
What's the Purpose?
Increasing rigor through questioning helps students to hone their critical thinking skills. The kind of questions are important but so is the process. We have learned that sequence and wait time are just as important as the questions themselves.
Take a look at these questions. The first set is based on recall, the second set requires deeper thinking. These questions are worthy of wait time and require students to really think instead of simply recall.
Take a look at these questions. The first set is based on recall, the second set requires deeper thinking. These questions are worthy of wait time and require students to really think instead of simply recall.
(Walsh & Sattes, 2015)
Critical Thinking
Use the Quizlet link below to gauge your understanding of which questions are higher order and which are lower order. The first two words are indicators of what type of question it is. The questions are in one of four categories: factual, predicting, analytical, and synthesis. Use this website to not only practice but also test yourself in understanding what questions lead to critical thinking.
https://quizlet.com/200524776/questioning-for-critical-thinking-flash-cards/
Level 1 – Factual
Level 2 – Predicting
Level 3 – Analytical
Level 4 – Synthesis
https://quizlet.com/200524776/questioning-for-critical-thinking-flash-cards/
Level 1 – Factual
- Where did the author use the setting to make a difference in the story?
- Who can tell us the story elements of “The Memory String?”
Level 2 – Predicting
- Where would you locate the variable in the math equation?
- Who might have a different solution for solving this problem?
Level 3 – Analytical
- How can the process of photosynthesis be useful in a plant’s life cycle?
- Why do the GreenBay Packers have more championship titles than any other NFL team?
- How did the teacher accomplish getting her peers “on the bus?”
Level 4 – Synthesis
- How would the MVP demonstrate his qualities that contributed to his success?
- Why might the American army defeat the British army?
- Why will schools make a shift towards innovation and away from the industrial model?
Teacher's Toolbox
UBelow are a few tools to help teachers reflect on their current questions and develop their skills to create questions that promote deeper thinking.
Barbara Blackburn’s Rigor is NOT a four-letter Word.
Rigor is EXPECTING students to learn. Every student has the potential to do their very best and we should expect them to do so. High level questioning MUST be embedded in classroom instruction. When it is, teachers should expect high level answers and questions in return.
To increase the level of rigor in your questions try using this matrix to scaffold questions. The top left stems are for recall and the further down and right on the matrix the more complex the question. Use this link to access the questioning matrix.
http://www.barbarablackburnonline.com/app/download/6480563804/Chapter+6++QuestionMatrixpg96.pdf
Bloom’s Taxonomy Flip Chart for Critical Thinking
This resource, created by Melissa Tallman (2013), is a student flip chart. Students learn the different levels of the taxonomy with a fun and interactive desk chart to help them improve their questioning skills.
Please visit the website: http://gottoteach.com/ and click on the “Free Resources” tab to access the Bloom’s Taxonomy Flip Chart Freebie.
Scroll down and look for this picture.
(Permission granted from the author to include the link in this professional learning module.)
Teach Them How to Think Deep
Becky DeSmith (2015) wrote an article for Literacy Lines, The Keys to Literacy blog for instructional practices. While not published in a research journal, this engaging article is a quick read that will inspire you to deeply consider the meaning of critical thinking. It is sure to get you on your way to improving instructional practice in your classroom. You can find the article here:
https://keystoliteracy.com/blog/teach-them-how-to-think-deep/
Barbara Blackburn’s Rigor is NOT a four-letter Word.
Rigor is EXPECTING students to learn. Every student has the potential to do their very best and we should expect them to do so. High level questioning MUST be embedded in classroom instruction. When it is, teachers should expect high level answers and questions in return.
To increase the level of rigor in your questions try using this matrix to scaffold questions. The top left stems are for recall and the further down and right on the matrix the more complex the question. Use this link to access the questioning matrix.
http://www.barbarablackburnonline.com/app/download/6480563804/Chapter+6++QuestionMatrixpg96.pdf
Bloom’s Taxonomy Flip Chart for Critical Thinking
This resource, created by Melissa Tallman (2013), is a student flip chart. Students learn the different levels of the taxonomy with a fun and interactive desk chart to help them improve their questioning skills.
Please visit the website: http://gottoteach.com/ and click on the “Free Resources” tab to access the Bloom’s Taxonomy Flip Chart Freebie.
Scroll down and look for this picture.
(Permission granted from the author to include the link in this professional learning module.)
Teach Them How to Think Deep
Becky DeSmith (2015) wrote an article for Literacy Lines, The Keys to Literacy blog for instructional practices. While not published in a research journal, this engaging article is a quick read that will inspire you to deeply consider the meaning of critical thinking. It is sure to get you on your way to improving instructional practice in your classroom. You can find the article here:
https://keystoliteracy.com/blog/teach-them-how-to-think-deep/
The Right Questions
An ASCD article from the creators of the Question Formulation Technique. The steps of the process are detailed and explained.
http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/The-Right-Questions.aspx
An ASCD article from the creators of the Question Formulation Technique. The steps of the process are detailed and explained.
http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/The-Right-Questions.aspx
The Q Chart
The Q Chart is a visual aid to help ensure you are formulating questions at the intended level. Using the questioning word from the vertical column on the left with the verb from the horizontal column at the top ensures questions at the indicated colored levels.
Adapted from Jan, McLellan. Read It…Understand It…Communicate It. JEMCO, 2000.
The Q Chart is a visual aid to help ensure you are formulating questions at the intended level. Using the questioning word from the vertical column on the left with the verb from the horizontal column at the top ensures questions at the indicated colored levels.
Adapted from Jan, McLellan. Read It…Understand It…Communicate It. JEMCO, 2000.
Wait Time
Click the link for an article by Robert Stahl on wait time (or as he prefers to call it- think time). The article categorizes the different types of silences in the classroom after a question is asked. https://www.ericdigests.org/1995-1/think.htm
Click the link for an article by Robert Stahl on wait time (or as he prefers to call it- think time). The article categorizes the different types of silences in the classroom after a question is asked. https://www.ericdigests.org/1995-1/think.htm