ࡱ> :<9 RbjbjAA .,#y#y& +8 $D<t###, ;##k###%%%%#X%#%%PҸb+{x0$,#%#P%P(###%############# :   Arthur Costas Levels of Questioning Level One Defining Describing Identifying Listing Naming Observing Reciting Scanning Level Two Analyzing Comparing Contrasting Grouping Inferring Sequencing Synthesizing Level Three Applying a principle Evaluating Hypothesizing Imagining Judging Predicting Speculating The Three-Story Intellect High-Level Thinking Skills  Key Words: Evaluate Predict Judge Assess Idealize Forecast What judgment could be made about..? What would you predict if..? How would you prioritize..? Why was ____ better than ____? How could you prove or disprove____? What evidence supports ____?  Key Words: Compare Inspect How is ___ similar to ___? Apply Develop What might we infer from.? Solve Infer How would you categorize.? Classify Analyze What is the function of.? Reason Explain How would you classify.? Distinguish What conclusions can you draw? Examine Why do you think? Contrast How is ___ related to ___? How would you summarize? Key Words: What is.? Who Label When did.? What Identify Which one? When Match How would you show? Where Name Who was? Which Spell Which is the best answer? Choose Select What facts? Find Restate How would you classify? Define Observe What is the definition of? How many..? Techniques of Questioning* Questions can take place on a variety of different levels, some easy and close-ended and others more multi-faceted and open-ended. Knowing when to ask the right questions can greatly aid in group discussions and study. The following material aims to help students ask the right questions at the right time. A LEVEL ONE QUESTION REQUIRES A PERSON TO: 1) define Whats the definition of lunar eclipse? (define) 2) describe 3) identify How can we express the equation 2x (4-5y) +3y = 26 4) list in three different ways? (list) 5) name 6) observe 7) recite 8) scan What does the chart show? (scan) A LEVEL TWO QUESTION REQUIRES A PERSON TO: 1) analyze In Native Son, how does Bigger Thomas violence 2) compare against his gang members reveal a deeply 3) contrast rooted fear of people? (analyze) 4) group 5) infer In The Bet how do the lawyer and the banker 6) sequence differ in their attitude toward capital 7) synthesize punishment? (contrast) How does the term manifest destiny capture the essence of western expansion in the US? (synthesize) If the moon is full Aug. 17, July 18, and June 19, when will it be full in April? (infer) A LEVEL THRE QUESTION REQUIRES A PERSON TO: 1) apply a principle Using the principle of the communicative property. 2) evaluate How can we find out the number of apple trees 3) hypothesize in an orchard having 15 rows, 5 trees each? 4) imagine (apply) 5) judge 6) predict Which of the characters in Great Expectations 7) speculate suffered the most? (judge) In Catcher in the Rye, how might Phoebe, years later, describe Holden to her children? (speculate) TIPS FOR USING THIS QUESTIONING TECHNIQUE: Level One Questions are often necessary to establish the groups basic understanding of facts or situations. Questioning should not remain in Level One, but should advance to both Level Two and Level Three     Created by Richardson I.S.D. 2N V W X r ѿѿ߱o`G`1jhIa6CJ OJQJU^JaJ mHnHuhIa6CJ OJQJ^JaJ #hL8hIa6CJ OJQJ^JaJ #hL8hIa6CJ(OJQJ^JaJ(hIa6CJ(OJQJ^JaJ(hIa>*CJOJQJ^JaJhIaCJOJQJ^JaJ#hJhIa>*CJ$OJQJ^JaJ$hIaCJOJQJ^JaJ hJhIaCJOJQJ^JaJhIa>*CJ$OJQJ^JaJ$%&'12G\n p^pgdIa@ ^@ gdIa$a$gdIa , A O P Q R S T U V W X r  8 ^`gdIa^gdIa$a$gdIagdIa@ ^@ gdIa   2 E ` p   - 8 E Q a m y   ; @ M N i 휎hIaCJOJQJ^JaJhIaCJ(OJQJ^JaJ(hIa>*CJOJQJ^JaJhIaCJOJQJ^JaJ.jhIaCJOJQJU^JaJmHnHu7jh7@hIa6CJOJQJU^JaJmHnHu#h7@hIa6CJOJQJ^JaJ-8 [  3 `   ( 8 Q m  ; M ^gdIa^gdIaM N i j [:q$a$gdIa$a$gdIa %&^bc 8@.3gyz  $%&')*߼߼߼߼߼߼ߜ}hjhUhIa5CJ$OJQJ^JaJ$hIa h[hIaCJOJQJ^JaJhIa>*CJOJQJ^JaJ#h[hIa>*CJOJQJ^JaJ h"hIaCJOJQJ^JaJhIaCJOJQJ^JaJ#h"hIa>*CJOJQJ^JaJ1BCx !"#$%&<RS5>z $]a$gdIa$a$gdIa=>?gdIa$ & F]a$gdIa$]^a$gdIa $]a$gdIa !"#$%&()+,./12OPQR$a$gdIagdIa*,-/02OPQRh0ehIajhUh ,1h/ =!"#$% 6666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH 8`8 IaNormal_HmH sH tH DA D Default Paragraph FontRiR  Table Normal4 l4a (k (No List 44 IaHeader  !4 @4 IaFooter  !PK!pO[Content_Types].xmlj0Eжr(΢]yl#!MB;.n̨̽\A1&ҫ QWKvUbOX#&1`RT9<l#$>r `С-;c=1g~'}xPiB$IO1Êk9IcLHY<;*v7'aE\h>=^,*8q;^*4?Wq{nԉogAߤ>8f2*<")QHxK |]Zz)ӁMSm@\&>!7;wP3[EBU`1OC5VD Xa?p S4[NS28;Y[꫙,T1|n;+/ʕj\\,E:! t4.T̡ e1 }; [z^pl@ok0e g@GGHPXNT,مde|*YdT\Y䀰+(T7$ow2缂#G֛ʥ?q NK-/M,WgxFV/FQⷶO&ecx\QLW@H!+{[|{!KAi `cm2iU|Y+ ި [[vxrNE3pmR =Y04,!&0+WC܃@oOS2'Sٮ05$ɤ]pm3Ft GɄ-!y"ӉV . `עv,O.%вKasSƭvMz`3{9+e@eՔLy7W_XtlPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-!pO[Content_Types].xmlPK-!֧6 -_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!!Z!theme/theme/theme1.xmlPK-! ѐ'( theme/theme/_rels/themeManager.xml.relsPK]# R , ***- *R  8 M R 8@@(  D    "?D    "?VB  C D"?VB  C D"?VB @ C D"?VB  C D"?B S  ?R 1L"@ tL1@ t(,t!(!,t!t!Rt% & & ( ) ) + , . / 1 2 P S )7%2Z_~27JPy|DL %^b=Dt| ' 8 @ }    V [  # 8 = A H }  & ( ) + , . / 1 2 P S :::::::::::::::::::::::::::::::::::::::::::::::::::%a4.hhh^h`OJQJo(hHh88^8`OJQJ^Jo(hHoh^`OJQJo(hHh  ^ `OJQJo(hHh  ^ `OJQJ^Jo(hHohxx^x`OJQJo(hHhHH^H`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH%a         R0eIa& ( @:zR @UnknownG*Ax Times New Roman5Symbol3 *Cx Arial? *Cx Courier New;WingdingsA$BCambria Math"1hNZB10 0 Y24 3QHP ?Ia2!xx ,$Arthur Costa s Levels of Questioning Ashley.Dann  Oh+'0  , P \ ht|'(Arthur Costas Levels of Questioning  Normal.dotm Ashley.Dann2Microsoft Macintosh Word@F#@O@7qb+0  ՜.+,0  hp|  '   %Arthur Costas Levels of Questioning Title  !"#$%&'(*+,-./02345678;Root Entry F|b+=1Table#WordDocument.,SummaryInformation()DocumentSummaryInformation81CompObj` F Microsoft Word 97-2004 DocumentNB6WWord.Document.8