Developing Higher-Level Thinking Questions for Geometry
Most educational research indicates that students in the United States are only exposed to only the first three levels of learning in Bloom's Taxonomy (Wilen, Ishler & Kindsvatter, 2000). Here are a few examples of questions that are typically asked:
Knowledge: What prior knowledge do my students have as it relates to the topic I am about to explore? Comprehension: Are my students able to explain their understanding? Application: Can my students clearly articulate that they understand the information? |
Residing at the top of Bloom's Taxonomy are Analysis, Synthesis, and Evaluation. Higher-level thinking questions utilize these top three levels. As you think about a specific topic in Geometry, how can you infuse the top three levels into your instruction?
You can refer to the key words in the table provided to help write probing questions for your students. Some sample questions are offered as examples. Questions can be written or developed in parallel to your curriculum standards for Geometry.
Click the image to view a larger version of the table below
In Activity 3-A-2 you will complete an exercise/worksheet to develop higher order thinking questions for a few Geometry topics. You can view an example of this worksheet in the activity text. For your own use in your classroom you may find it helpful to develop these questions for every topic.
More Key Information: