HIGHER ORDER QUESTIONS

This method of questioning introduces cognitive challenge.

Pupils’ thinking is categorised into six thinking levels :-

1. Recall/knowledge - information previously learned - Recall questions tend to dominate classroom questioning and make relatively low intellectual demands on pupils. However they are still important and a balance has to be found between low level and higher order questions.

2. Comprehension - Asking pupils to interpret ideas in their own words

3. Application – apply knowledge to a new situation - Carrying out an investigation would allow pupils to apply their knowledge to new situations.

4. Analysis - What do your results mean? What conclusion can you make?

5. Synthesis - Asking pupils to build a new theory e.g. What do you think is likely to-----?

6. Evaluation - Asking pupils to assess or judge e.g. How can you improve this experiment? What did you find difficult?

Effective questioning is a key element in developing metacognition, reflection on thinking or learning.

A Learning Log is a kind of journal where pupils can reflect on how they are learning on a regular basis. They work best when they become part of a routine and when you vary the questions that pupils are asked e.g. What did you learn? How did you feel? What is the one thing that surprised you today?

Evaluation, synthesis and analysis require a higher level of thinking than application, comprehension and knowledge. Teachers’ questions are capable of bringing about either low or high order thinking. (see Types of Questions)