Writing and Asking Higher Level Thinking Questions for Geometry

Content and process strands provide the framework for what students need to know and be able to do in Geometry. Teachers are responsible for relating the how and why around the Geometry concepts and processes. When teachers are open to modeling their own thinking for students, they provide a starting point or example for students so that students can develop their own thinking.

Geometry teachers should foster a dialog about Geometry concepts and ideas both between themselves and their students, as well as amongst the students. In addition, students should be able to explain concepts and how to solve problems in Geometry using both logical and lateral thinking. The powerful exchange on the subject among peers can help provide a safe environment in the classroom where students are comfortable making mistakes along the way. They can learn from and with each other by affirming or correcting each other's rationale.

Also, it is important for teachers to examine and expand their own thought process so they can clearly articulate their thinking to students. Writing higher-level thinking questions is an important part of the thinking process used in Geometry. In this module, you will review levels of Bloom's Taxonomy and develop questions that focus on the higher level skills of the Taxonomy (analysis, synthesis, and evaluation). You will develop these questions around concepts from the NCTM Standards or the  NCTM "focal points."