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ERIC Number: ED315772
Record Type: Non-Journal
Publication Date: 1990
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using Higher Level Questioning as a Method To Improve Evaluation of Language Skills.
Brantley, Helen; Washington, Sarah M.
Higher level questions can link evaluation directly to language related class activities. Utilizing higher level questions is a powerful pedagogical technique and serves many direct purposes in the class environment. One of the models most commonly taught to teachers is Hilda Taba's levels of questions. Taba's model delineates four related teaching strategies: concept development, interpretation of data, application of generalizations, and resolution of conflict. At each of these levels, teachers must encourage participation; stimulate higher-lever thinking, and ask a variety of open-ended questions of all students. Students must be encouraged to respond, to provide evidence or reasoning to support inferences at all levels, and be taught how to evaluate their own questions and thinking habits. The four kinds of questions from this model include: focusing questions, questions calling for variety, questions calling for clarification or extension, and questions calling for reasons or support for ideas. How the model can be used is demonstrated with a poem. In teaching higher-level questions in the language arts, teachers can monitor progress through observational techniques and evaluation of class questions to determine appropriate modification of their lessons. Higher-level thinking questions can ensure success in all phases of cognitive, intuitive, affective and physical development of the total student. Students will then be more capable of demonstrating skills and knowledge in self-evaluation and directing their own thinking and learning. (MG)
Publication Type: Guides - Non-Classroom; Opinion Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A