Higher Order Thinking Checklist
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Checklist for Effective Questioning 1. Do I make certain that all students develop a deep understanding of key declarative (i.e., facts, concepts, generalizations, and principles) and procedural (i.e., skills, processes, and procedures) knowledge by emphasizing higher-order questioning? 2. Do I encourage discussion in my classroom by using open-ended questions? 3. Do I decide on the goals or purposes of my questions? 4. Do I choose important--rather than trivial--material to emphasize students' in-depth exploration of essential/key questions? 5. Do I avoid "yes" and "no" questions? 6. Do I use "probe" questions to encourage students to elaborate and support assertions and claims? 7. Do I ensure that students clearly understand my questions--and avoid a "guessing game?" 8. Do I avoid questions that "contain the answer"? 9. Do I anticipate students' responses to my questions, yet allow for divergent thinking and original responses? 10. Do I use purposeful strategies for helping students deal with incorrect responses? 11. Do I make effective use of Wait Time I and II? 12. Do I vary my question structures to include, where appropriate, the following: Font: www.kevinandamanda.com background: KHD Pastel Collection Questions: www.pgcps.org/~elc/isquestion7.html
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higher order thinking checklist
Transcript of Higher Order Thinking Checklist
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Checklist for
Effective Questioning 1. Do I make certain that all students develop a deep understanding of key
declarative (i.e., facts, concepts, generalizations, and principles) and procedural (i.e., skills, processes, and procedures) knowledge by emphasizing higher-order questioning?
2. Do I encourage discussion in my classroom by using open-ended questions?
3. Do I decide on the goals or purposes of my questions?
4. Do I choose important--rather than trivial--material to emphasize
students' in-depth exploration of essential/key questions?
5. Do I avoid "yes" and "no" questions?
6. Do I use "probe" questions to encourage students to elaborate and support assertions and claims?
7. Do I ensure that students clearly understand my questions--and avoid a "guessing game?"
8. Do I avoid questions that "contain the answer"?
9. Do I anticipate students' responses to my questions, yet allow for divergent thinking and original responses?
10. Do I use purposeful strategies for helping students deal with incorrect responses?
11. Do I make effective use of Wait Time I and II?
12. Do I vary my question structures to include, where appropriate, the following:
Font: www.kevinandamanda.com background: KHD Pastel Collection
Questions: www.pgcps.org/~elc/isquestion7.html
