2011- Tulsa Community College- Engaged Student Programming
3
LEVELS OF QUESTIONING
• Level 1 – Define
• Level 2 – Analyze
• Level 3 – Apply
2011- Tulsa Community College- Engaged Student Programming
Extend
Recall
Paraphrase
Rewrite
Locate
Find
Repeat
Restate
Describe
Remember
Recognize
Record
Label
List
Discuss
Name
Define
Tell
Review
Memorize
Match
Explain
Express
Generalize
Report
Show understanding
State
Give examples
Identify
Summarize
2011- Tulsa Community College- Engaged Student Programming
Ask Level 1 questions to identify
what students know
• What do you know?
• What did you record from your class notes about the lecture?
• What is a formula or mnemonic device that will help you identify the
steps necessary to solve the problem?
Examples
• What is a gene?
• Define irony.
• When did the American Revolution begin?
2011- Tulsa Community College- Engaged Student Programming
Practice
Imply
Operate
Compute
Criticize
Relate
Illustrate
Dramatize
Use
Differentiate
Translate
Experiment
Analyze
Debate
Question
Distinguish
Change
Pretend
Discover
Solve
Categorize
Contrast
Compare
Demonstrate
Examine
Interpret
Prepare
Infer
Diagram
2011- Tulsa Community College- Engaged Student Programming
Ask Level 2 questions to begin processing the
information gathered, make connections and
create relationships.
• Can you break down the problem into smaller parts?
• What can you infer from what you read?
• Can you find a problem/question similar to this in the textbook to use
as an example?
• What is the relationship between ___ and ___?
Examples
• Compare and contrast genes and chromosomes.
• Diagram and order the stages of photosynthesis.
• Analyze the causes of the American Revolution.
2011- Tulsa Community College- Engaged Student Programming
Predict
Value
Judge
Justify
Apply
Measure
Decide
Rate
Assess
Choose
Select
Estimate
Conclude
Support
Prove
Model
Summarize
Multiple solutions
Teach
Check
Solve
Evaluate
Explain
Hypothesize
Real-life
2011- Tulsa Community College- Engaged Student Programming
Ask Level 3 questions to apply knowledge
acquired and connections made to predict,
judge, hypothesize or evaluate.
• How do you know the solution is correct? How could you check your answer?
• Is there more than one way to solve the problem?
• How do you interpret the message of the text?
• Is there a real life situation where this can be applied or used?
• How would you teach this to a friend?
Examples
• Apply the Pythagorean theorem to the find the measurement of this triangle.
• If there were a Constitutional amendment that prohibited ownership of
weapons by citizens, how might American society be affected?
• Imagine you were a soldier fighting in the Civil War. How would you feel?
2011- Tulsa Community College- Engaged Student Programming
• Reword the question using other words from the same Costa level.
• Construct a new question using words from higher or lower Costa levels.
• Use several level one questions to create a level two or three question.
• Relate ideas from the question to: a personal experience, a movie, to the
“big” questions of life, or random words (to find “hidden connections”).
• If you don’t know how to answer the question, develop a new question that
you predict will have a similar answer but is easier to discuss. Example:
Change “What caused the Civil War?” into “Compare and contrast the North
and the South before the Civil War.”
2011- Tulsa Community College- Engaged Student Programming
Steps to a successful tutorial session
(Costa levels in parenthesis)
1. Read individual questions aloud (1) and evaluate their Costa level
(3).
2. Develop level one questions into a level two or three question (3).
3. Brainstorm possible answers to the question (3).
4. Evaluate the brainstormed ideas (3) and discuss how well they
answer the question (1).
5. Summarize this process (3).
6. Repeat as time allows.
2011- Tulsa Community College- Engaged Student Programming