Questioning to Promote Higher Order Thinking Skills

The Six Types of Socratic Questions Five Types of Questions

By R. W. Paul Newer Views on Learning/Socratic-Questioning
By Leslie Owen Wilson
Questions for clarification: Factual
How do you say that? Soliciting reasonable simple, straight-forward answers Example
How does this relate to our discussion? based on obvious facts or awareness. Lowest level of Name the Shakespeare play about the
cognitive or affective processes and answers are Prince of Denmark?
frequently right or wrong.
Questions that probe assumptions: Convergent Example
What could we assume instead? Answers to these questions are usually within a very On reflecting over the play Hamlet,
How can you verify or disapprove that? finite range of acceptable accuracy. These may be at what were the main reasons why
Questions that probe reasons or evidence: several different levels of cognition – comprehension, Ophelia went mad? (This is not
application, analysis, or ones where the answerer specifically stated in the text so
What would be an example?
makes inferences or conjectures based on personal reader must make simple inferences to
What is … analogous to?
awareness, or on material read, presented or known. why she committed suicide.)
What do you think causes to happen …? Why?
Questions about viewpoints and perspectives: Divergent Example
What would be an alternative? These questions allow students to explore different In the love relationship of Hamlet and
What is another way to look at it? avenues and create many different variations and Ophelia, what might have happened to
Would you explain why it is necessary or beneficial, and who benefits? alternative answers or scenarios. These questions their relationship and lives if Hamlet
What are the strengths and weaknesses of …? often require students to analyze, synthesize or had not been so obsessed with the
How are … and … similar? evaluate a knowledge base and then project or predict revenge of his father’s death?
What is a counterargument for …? different outcomes.
Questions that probe implications and consequences: Evaluative Example
What generalizations can you make? These types of questions usually require sophisticated Compare and contrast the death of
What are the consequences of that assumption? levels of cognitive and/or emotional judgment. In Ophelia with that of Juliet?
What are you implying? attempting to answer, students may be combining
How does … affect …? multiple logical and/or affective thinking processes. What are the similarities and
How does … tie in with what we learned before? Answers are analyzed at multiple levels and from differences between Roman
Questions about the question: different perspectives for answerer to arrive at newly gladiatorial games and modern
synthesized information or conclusions. football?
What is the point of this question?
Why do you think I asked this question? Combinations
What does … mean? These are questions that blend any combination of the
How does … apply to everyday life? above.
 Bloom’s Taxonomy

Levels of Questioning Question Cues Examples

Knowledge List Define Tell Describe Identify
List the main characteristics for the main characters.
Identification and recall of information Arrange scrambled story pictures in sequential order.
Show Label Collect Examine Tabulate
Knowledge of dates, events, places Match statements with the characters who said them.
Knowledge of major ideas Quote Name Who When Where Describe ….
Mastery of subject matter
Comprehension
Explain Discuss Compare Extend Draw a picture showing what happened before and after a
Organization and selection of facts and ideas passage or illustration.
Interpretation of facts, compare, contrast Retell … in your own words.
Order, group and infer causes What is the main idea of …?
Interpret Predict Describe Contrast
Predict consequences Construct a pictorial timeline which summarizes what happens
Understanding information in the story.
Grasping meaning Outline Restate Summarize Distinguish
Translate knowledge into new context
Transfer the new character to a new setting.
Application Apply Demonstrate Calculate Complete
Why is … significant?
Use information, rules, principles Illustrate Show Solve Examine Do you know another situation where …?
Use methods, concepts, theories in new situations What factors would you change if …?
Modify Relate Change Classify
Solve problems using required skills or knowledge
Select parts of the story that were funniest, saddest,
Analysis Analyze Explain Arrange Select
happiest, most unbelievable.
Separation of the whole into component parts
Separate Connect Divide Infer Compare and/or contrast two of the main characters.
Seeing patterns Differentiate fact from opinion.
Organization of parts Order Classify Compare Debate What evidence can you list for …?
Recognition of hidden meanings Classify … according to ….
Combine Rearrange Create What if? Rewrite Advertise the story on a poster to make people want to read it.
Synthesis
Write the lyrics and music to a song for one of the characters
Use of old ideas to create new ones
Design Integrate Substitut Compose Prepare to sing.
Relate knowledge from several areas How would you create/design a new …?
e
Generalize from given facts Rewrite two new titles for the story.
Modify Plan Invent Formulate Generalize
Predict, draw conclusions
Assess Grade Recommend Judge Do you agree with …?
Evaluation
Write a recommendation for ….
Development of opinions, judgments, or decisions
Decide Test Convince Support Prioritize ….
Make choices based on reasoned argument What criteria would you use to assess …?
Verify value of evidence Rank Measure Select Conclude Judge whether or not the character should have acted the way
Recognize subjectivity & assess value of theories they did.