Costa’s Levels of Questions 3 Levels – Deeper Understanding of Questioning and Material

What’s the point? Socratic Seminar YOU are in charge of the learning, discussion, and questioning.

Level 1 – Recall Recall simple information from the story Define – set forth the meaning Describe – represent or give an account in words Identify – establish the identity of List – a simple series of words or numbers Name – to mention or identify by name Observe – to see or sense especially through careful attention Scan – to examine closely

Level 1 – Example Questions Which amendment in the Constitution gives citizens a right to bear arms? What does this chart show? (Scan) What is the setting of the story? Why did the character make the decision?

Key Words/Question Stems Key words help in identifying which level question you are being asked. Memorizing and recognizing the key words will help you in not only identification but also creation of questions. Question stems help to create questions. With a question stem, you will take the first words and fill in the blank. For Example: Look at question stem 1. The question stem says “What is ______?” For the story of Cinderella, I may ask the reader “What is Cinderella in charge of?” This requires me to RECALL information from the story, but this question can also be found directly in the story. I do not have to THINK about the answer or think DEEPER to find the answer to this question.

Level 2 – Processing/Applying Analyze – to make an analysis of, an examination of a thing to know its parts Compare – to examine for likenesses and differences Contrast – to show differences when compared Group – to cluster Infer – to derive as a conclusion from facts or premises Sequence – chronological order of events Synthesize – the combination of parts or elements into a whole.

Level 2 – Example Questions Compare and contrast societal conditions in the US in 1787 that lead to the inclusion of the second amendment in the US Constitution with conditions today. How does the term “manifest destiny” capture the essence of western expansion in the US? Can you explain what is meant by the character making the decision to remove all the handicaps from the ballerina? How would you compare Moana and Maui?

Key Words/Question Stems Key words help in identifying which level question you are being asked. Memorizing and recognizing the key words will help you in not only identification but also creation of questions. Question stems help to create questions. With a question stem, you will take the first words and fill in the blank. For Example: Look at question stem 1. The question stem says “How would you classify the type of____?” For the story of Cinderella, I may ask the reader “How would you classify the type of treatment that Cinderella gets in the beginning of the story?” This requires me to RECALL information from the story, BUT you have to process and APPLY that information to answer this question. We can read HOW she is treated but it does not classify it EXACTLY in the story for us.

Level 3 - Creating Apply – to put to practical use Evaluate – appraise, value Hypothesize – to adopt as an hypothesis/assumption Imagine – to form a mental picture of something not present; guess Judge – to form an estimate or evaluation about something, deduce Predict – to declare in advance Speculate – to think or wonder about a subject

Level 3 – Example Questions If there were a Constitutional amendment that prohibited ownership of weapons by citizens, how might American society be affected? Which of the characters in Great Expectations suffered the most? (judge) Why was it better that Moana returned the heart versus Maui returning the heart? What would result if Moana would not have returned the heart of Te Fiti?

Key Words/Question Stems Key words help in identifying which level question you are being asked. Memorizing and recognizing the key words will help you in not only identification but also creation of questions. Question stems help to create questions. With a question stem, you will take the first words and fill in the blank. For Example: Look at question stem 1. The question stem says “How would you use ______?” For the story of Cinderella, I may ask the reader “How would you use Cinderella’s story to help others not be bullied?” This requires me to RECALL information from the story, BUT you have create a new idea based off of the first two levels of questions to answer this question.

Let’s Practice!  https://www.youtube.com/watch?v=8hhoOfI5TAs We will watch this short film TWICE! The first time we will simply watch the film. The second time, we will take notes that will help us create questions for each level of question.

Let’s Practice!  - Exit Slip Everybody should have ONE sheet of paper. Write YOUR NAME and YOUR PARTNER’S NAME on your sheet of paper. Write ONE question within each level about the film on a separate sheet of paper in PEN. Leave space for an answer after each question. After FIVE (5) min I will ask you to exchange papers. You will answer your partner’s questions in PENCIL. I will allow FIVE (5) min to answer the three questions. I WILL be taking these up so please write appropriate questions AND answer the questions appropriately.

Write THREE questions for EACH LEVEL of Costa’s Levels of Questions for the story “Harrison Bergeron”. You should have: Level 1: Question 1 Question 2 Question 3 Level 2: Level 3: Discussion Prep