No Series: Writing Higher Order Questions

Writing Higher Order Questions

Lesson Objective: Write discussion questions about texts

All Grades / ELA / Analysis

2 MIN

Discussion
Supporting Materials

Thought starters

How does Ms. Francisco use Bloom's Taxonomy to help students write questions?
What can you learn from Ms. Francisco about teaching multiple strategies?
How does Ms. Francisco encourage students to use their personal reactions?

251 Comments

Emelida Carrias Oct 25, 2023 11:18pm

1. The teacher was using Bloom’s taxonomy to assist her students write questions by having verb starters to assist in writing their questions.

2.The students are able to use what works best for them to perform the task.

3.The teacher encouraged the students to use their personal reactions by giving power to the students.

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Michael Daigre Sep 9, 2023 8:11pm

Mrs. Franciso used Bloom's Taxonomy to assit the students in formulating complex questions, by providing an envelope with verbs to assist with the question formation. She allows uses other strategies to assist the students. These are all good methods because different students learn using different methods. Using different methods shows that Mrs. Franciso wants to ensure each student meets their goals in her class.

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Gregory Broussard Aug 11, 2023 11:09pm

1. Ms. Francisco uses Bloom's Taxonomy in empowering students to process information. The teacher promotes individual learning where each student receives the same verbs to choose from in examining the information and developing questions.

2. Ms. Francisco presents different strategies but the provided verbs are the same. Although the student may learn and process the information differently the verbs provide a means for the students to share information and learn from one another.

3. The personal reactions promote personal interests and questions. Each student is unique in his/her reaction leading to unique questions using the verbs.

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Crystal Kelley Jul 29, 2023 11:51am

1. Ms. Fransisco used Bloom's Taxonomy to help students write questions by providing verb starters in envelopes. This helps prompt the students to create questions.

2. Ms. Fransisco showed how utilizing multiple strategies helps the students gain the confidence to create higher order questions. By providing them with multiple brainstorming strategies, the students are able to use what works best for them to perform the task.

3. Ms. Fransisco encourages students to use their personal reactions by giving them the agency to create their own questions based on the story. She shared that her goal is to empower her students.

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Andrew Castanuela Jul 19, 2023 7:50pm

How does Ms. Francisco use Bloom's Taxonomy to help students write questions?

It provided a starting point for the students to establish a baseline about asking questions versus having the student utilizing critical thinking, which has not been established.

What can you learn from Ms. Francisco about teaching multiple strategies?

It provides the students different alternatives that best fits their methods of understanding the material and applying the concepts they are comfortable utilizing.

How does Ms. Francisco encourage students to use their personal reactions?

Having the students to become the teacher or the expert of their story empowers them to feel empowered, and competent in explaining their thoughts and activities.

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Materials

Transcripts

ECET - Strategies Florida - Thristine Francisco - "Writing Higher Order Questions"
Progam Transcript

Thristine Francisco:
Yesterday we read the chapters,

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ECET - Strategies Florida - Thristine Francisco - "Writing Higher Order Questions"
Progam Transcript

Thristine Francisco:
Yesterday we read the chapters, few chapters in Iqbal, and we started to look at questions that we could ask to have a deeper understanding of the text.

Francisco (Interview):
There are several strategies that I use to help my students formulate higher order questions.

Francisco:
You had the opportunity to choose between the Frayer model, Costa's Levels of Questions, making observations based on the text, and verb starters.

Francisco (Interview):
Costa's Levels of Questions, that's the easiest thing to do, because you can pull those types of questions from the Costa's question starters in order to just connect those questions with that text.

Francisco:
What strategy did you use to write that question?

Student:
The verb starters.

Francisco:
Verb starters, okay.

Francisco (Interview):
I gave them envelopes with cards at different levels of Bloom's taxonomy questions, so we spent a lot of time using the verbs and whenever we had a text I would say, okay, if you need to use a resource of going and using the cards in order to know-- remember the verbs, I want you to go ahead and use that resource and I want you to write a question. In terms of the Frayer Model, they have a sheet of paper that's divided in four quadrants, and they're kind of examining the four quadrants to see what questions they may have they could learn from looking at that information. So I can kind of see it as a critical brainstorming tool.

Francisco:
What strategy did your partner use?

Student:
We used, um, notice.

Francisco:
Notice? Okay.

Francisco (Interview):
As they're reading, they make observations. They look for quotes, things that stand out, things that make them, um, go "ooh, ahh," things that make them feel as though-- that leads to a reaction inside. And they use that reaction that they have and they turn it into a question. I encourage them to see that reading the text, even though it's complex, even though it might seem difficult, that good readers have questions that they didn't know the answers to. Instead of having the teacher have all of the power, it gives the power to them, so really it's about empowering them.

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