How can we ask questions that make students think rather than just remember?
Part 2: Creating Sequences of Questions
High-level questions on their own simply aren't enough. We must create sequences of questions!
Math is a particularly tricky subject for asking higher-level questions. Here are a couple of techniques I've used to prompt students to think, not merely calculate.
Part 4: Improving Wait Time
How much time do students get to think? How much time do students need to think? How can we bring those into alignment?
What would the pie chart look like for these three situations: the teacher asks the students, a student asks the teacher, or a student asks another student a question? I can tell you my pie chart would have been very lopsided.
Part 6: Improving Evaluative Questions
How to improve questions at the "evaluate" level of Bloom's Taxonomy.
Use these puzzling images to build a classroom culture that is comfortable with curiosity, ambiguity, and taking intellectual risks.