High-Level Questioning
High-Level Questioning
High-level questioning is the method of asking very difficult, open-ended questions which require of people the use of critical thought, analysis, and deeper perception. It encourages students to go beyonds the superficial understanding of the concept, thus generating richer discussions and insights.
What are the key characteristics of high-level questioning?
Open-ended questions is the main traits of high-level questioning that need more than a yes or no reply. By their very nature, these questions are related to the processes of synthesis, evaluation, and application of knowledge. As an example, rather than asking 'What is the capital of France?', a more advanced question would be 'The influence of the cultural history of Paris on the modern identity of the city?'
How can high-level questioning enhance classroom discussions?
Asking students to think critically and articulate their thoughts and reasoning is a way of teaching high-level questioning that improves classroom discussions. It creates a learning atmosphere where students work together to create knowledge based on the contributions of their peers. In this manner, for example, the discussion of climate change impacts motivates students to interrelate different subjects like science, ethics, and economy.
What strategies can educators use to implement high-level questioning effectively?
In Bloom's Taxonomy, it is a kind of educational tool for teachers that allows them to move their questions to a higher level of complexity to the higher levels of cognitive skills. The strategies may include the use of wait times to encourage the students to give thoughtful answers, the use of prompts that demand analysis, and the fostering of peer discussions. For instance, after talking about a historical event, a teacher can say, 'If a different decision was made at that crucial moment, what do you think might have happened?'
What are some examples of high-level questions in different subjects?
High-level questions are subject specific but all of them have the common objective of promoting a deeper understanding of the topic. For example, a literature question may inquire, 'Which themes in the novel present the societal problems of the time?' In science, the question can be, 'Could the basic laws of physics be applied to create a city that is sustainable?'. These questions motivate learners to establish relationships and demonstrate their knowledge in an innovative way.