The Dynamics of a Great Higher Order Question

Unit 3 Introduction

In the first two units of this course the benefits of active classroom discussion was shown along with the shortcomings of using the IRE model of questioning. On our path to mastering the Initiate-Response-Feedback model of questioning to foster higher order discussion we must now look at the Initiate aspect. The lower level questions such as "In what year was the Declaration of Independence signed?" are very straightforward and quite obvious. Therefore, this unit will focus on initiate higher order questions. For our purposes higher order questions are referring to the levels of cognition as defined by Bloom.[1] A higher order thinking question enables students to think critically about a topic while reinforcing their low level fact recall so higher order questions have a lot of benefits in the social studies classroom.

Unit 3 Objectives

1) In a social studies classroom the student (classroom teacher) will be able to evaluate and explain the dynamics of the components of a higher order thinking question.

2) In a social studies classroom the student (classroom teacher) will be able to create a higher order thinking question.

3) In a social studies classroom the student (classroom teacher) will be able to implement higher order questions at least 5 times a class period to enhance student learning.

Mini-Lecture

phrases to make higher order questions [2]

another bloom example [3]

Conclusion

Go on to Unit 4 Encouraging Student Responses and Providing Engaging Feedback

Return to Effective Social Studies Classroom Discussion