Type of Question to Ask and Closing

Type of Question to Ask and Closing

Procedures to Use in Getting Students to Think at Higher Cognitive Level

Higher-order thinking skills can only be inculcated in learners when teachers guide learners to gather facts and concepts, categorize and manipulate these ideas, and apply them in finding solutions to new problems (Henningsen & Stein,2017). There are various strategies that teachers may employ to help students develop higher cognitive levels, which include helping students connect concepts, teaching students to infer, and encouraging students to ask questions without any adverse reactions from their peers (Henningsen & Stein,2017). Also, teachers can employ creative thinking by encouraging students to invent, imagine, and design what they are thinking.

Blooms Taxonomy in Teaching Procedures

Developing the right questions to ask students should aim at helping improve the thinking skills of learners. Bloom’s Taxonomy helps teachers to hierarchically arrange questions from lower to higher thinking, where each question requires the learner to master skills below it. Arranging these questions in levels is crucial because it guides the teacher in evaluating students’ strengths and weaknesses in evaluating content.

Engaging all Students in a Lesson and Appropriate Way to Close a Lesson

Engaging all students helps improve learners’ concentration levels, increasing their motivation towards learning. All learners deserve to receive equal attention from the instructor despite the existing individual differences. Teachers can engage all students by starting the lesson with a warm-up, arranging group discussions, making students part of the process, and helping students reflect on what they have learned (Franklin & Harrington,2019). When closing a lesson, teachers should engage all learners in reviewing and summarizing what they have learned. This can be done by consolidating essential information, connecting ideas, and building anticipation for the next lesson.

What I have Learned

I have learned that questioning should aim at achieving defined goals. When an instructor asks higher-level questions and students are unable to respond effectively, he or she should ask lower-level questions to gauge students’ level of understanding. However, it is also important to consider whether questions should follow the open or closed-ended style based on the level of questions. Teachers should also ensure questions are clear so that students can clearly understand what is required of them.

References

Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. Journal of Education and Training Studies.

Henningsen, M., & Stein, M. K. (2017). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for research in mathematics education, 28(5), 524-549.

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Review the document about Developing Questions to Ask and Closings. Download Developing Questions to Ask and Closings.

1. Think about the procedures a teacher should use in getting their students to think at a higher cognitive level.

2. Think about how Blooms or DOK play a role in our teaching procedures.

3. Pay close attention to the section about Engaging all students in a lesson and the appropriate way to close a lesson.

Make a statement about what you have learned from this information.