Higher order thinking skills question in teaching

GIVING HIGHER ORDER THINKING
QUESTIONS IN TEACHING
MAY 28, 2019
TUESDAY

Q1:
When do we ask questions to
our learners?

Q2:
Is it important that we ask questions
to them? Why?

Q3:
Can our pupils answer questions
correctly? What are the questions that
are easy for them? What are the
difficult ones?

Q4:
Can we help our learners to
become a critical thinkers?How?

Higher-Order Questions (HOQ)
Higher-order questions are those that the
students cannot answer just by simple
recollection or by reading the information
“verbatim” from the text. Higher-order
questions put advanced cognitive demand on
students. They encourage students to think
beyond literal questions.

Higher-order questions promote critical thinking skills because these
types of questions expect students to apply, analyze, synthesize,
and evaluate information instead of simply recalling facts. For
instance, application questions require students to transfer
knowledge learned in one context to another; analysis questions
expect students to break the whole into component parts such as
analyze mood, setting, characters, express opinions, make
inferences, and draw conclusions; synthesis questions have students
use old ideas to create new ones using information from a variety of
sources; and evaluation questions require students to make
judgments, explain reasons for judgments, compare and contrast
information, and develop reasoning using evidence from the text.

Higher-Order Questions Research
According to research, teachers who effectively use
a variety of higher-order questions can overcome
the brain’s natural tendency to develop mental
routines and patterns to limit information, which is
called neural pruning. As a result, student’s brains
may become more open-minded, which strengthens
the brain.

 According to an article in Educational Leadership
(March 1997), researchers Thomas Cardellichio
and Wendy Field discovered that higher-order
questions increase neural branching, the opposite
of neural pruning. In addition, these researchers
found that teachers can promote the process of
neural branching through seven types of
questions.

1.Hypothetical thinking.
This form of thinking is used to create new
information. It causes a person to develop
an answer based on generalizations related
to that situation. These questions follow
general forms such as What if this
happened? What if this were not true?,
etc.

2.Reversal thinking. This type of
thinking expects students to turn a
question around and look for opposite
ideas. For example, What happens if I
reverse the addends in a math problem?
What caused this? How does it change if
I go backward?, etc

3. Application of different symbol
systems. This way of thinking is to
apply a symbol system to a situation
for which it is not usually used, such
as writing a math equation to show
how animal interaction is related.

4. Analogy. This process of thinking
is to compare unrelated situations
such as how is the Pythagorean
Theorem related to cooking. These
questions typically ask How is this
like ___?

5.Analysis of point of view. This way
of thinking requires students to
consider and question other people’s
perspective, belief, or opinion in order
to extend their minds. For instance, a
teacher may ask a student, What else
could account for this? or How many
other ways could someone look at this?

7.Completion. This form of thinking
requires students to finish an
incomplete project or situation that
would normally be completed. For
example, removing the end of a story
and expecting the students to create
their own ending.

8.Web analysis. With web analysis,
students must synthesize how events are
related in complex ways instead of simply
relying on the brain’s natural ability to
develop a simple pattern. For example,
How extensive were the effects of _____?
Or Track the relationship of events
following from ___ are types of web
analysis questions.

The researchers concluded that this type of questioning can lead to better
critical thinking skills. “They can analyze, synthesize, evaluate, and
interpret the text they are reading at complex levels. They can process
text at deep levels, make judgments, and detect shades of meaning. They
can make critical interpretations and demonstrate high levels of insight
and sophistication in their thinking. They are able to make inferences,
draw relevant and insightful conclusions, use their knowledge in new
situations, and relate their thinking to other situations and to their own
background knowledge. These students fare well on standardized tests
and are considered to be advanced. They will indeed be prepared to
function as outstanding workers and contributors in a fast-paced
workplace where the emphasis is on using information rather than just
knowing facts.”

Higher-Order Questions and Explicit Direct
Instruction
Higher-order Questions and Explicit Direct Instruction
The Explicit Direct Instruction (EDI) model incorporates a variety of
higher-order questions in order to encourage and increase critical
thinking skills.
The LEARNING OBJECTIVE component in EDI is the only question that
is at a low level of Bloom’s Taxonomy. The reason for this is because
the content during this portion of the lesson is not at a high level.
Also, the students have not been taught the high-level content.
Typically, the question asked to students is “What are we doing today?
or What is our Learning Objective?”

The CONCEPT DEVELOPMENT component includes a variety of higher-order
concept-related questions because the content is at a high level. Here is a
list of higher-order questions that are asked during this EDI component:
In your own words, what is (insert the concept being taught)?
Which is an example of ________? Why?
What is the difference between the example and the non-example?
Why is this an example of ______?
Give me an example of ______.
Draw an example of ______.
Match the examples to the definition of ______.
Which picture/poster shows an example of _______?

The GUIDED PRACTICE asks higher-level process questions
that require the students to show their thought process
when performing the skill.
How did you know how to __________?
How did you know that this was the correct answer?
How did you use to ensure that you knew how to find the
_____?
How did you know how to interpret the answer?

Which steps was most difficult for you? Why?
The RELEVANCE component includes higher-level evaluation
questions.
Does anyone have any other reason as to why this is important?
Which reason is the most relevant to you? Why?
The CLOSURE component includes high-level questions such as:
What did you learn today?
How did the lesson meet the Learning Objective?
How will this lesson benefit you in the future?
If higher-order questions promote critical thinking skills, as research
shows, then higher-order questions should be included throughout
instruction. The EDI model offers a good way to do just that!

Instruction: Write three
Higher order Questions about
the topic assigned to your
group.

KINDER/ GRADE 1
FILIPINO:
PAKSA:
PATINIG AT KATINIG

GRADE 3
Science:
Living things and Non living things

GRADE 4
Kilos lokomotor at hindi loko Motor

GRADE 6
MATHEMATICS:ADDITION OF
FRACTIONS

Higher order thinking skills question in teaching

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