An inservice model was developed to assist teachers in asking students the kinds of questions that facilitate higher order thinking. Higher order thinking involves problem identification and definition, hypothesizing, collecting, analyzing and synthesizing data, and formulating conclusions that upon application will prove valid. Based on this conception, an inservice model was developed to assist teachers in asking students the kinds of questions that facilitate higher order thinking. The model consisted of training teachers who, after 10 to 12 weeks of concentrated teaching and evaluation procedures for a unit of study related to a comprehensive structure of a discipline, may initiate a network of district inservice programs as district staff developers in a specific discipline. Utilized with social science content and secondary school teachers and students, the inservice training increased student achievement in critical thinking and was significantly more successful with persons demonstrating flexibility and a preference for abstract reasoning. Adapted for art teachers at five grade levels and teaching the same concepts in essentially the same lesson, post training results showed significantly greater proportions of class time devoted to teacher inquiry questions and appropriate student responses indicating higher order thinking. (Author/CB)