Considering I am a future teacher, questioning is a major topic when it comes to understanding your students' knowledge. Growing up, I do not remember Higher order thinking in the classroom. However, I wish that my teachers would have used more interesting strategies in their lessons because that would have made each class a bit more interesting and exciting. The six levels of competence, which include knowledge, comprehension, application, analysis, synthesis, and evaluation are all important for teachers to use in their classroom and not just on tests or assessments.
There are several strategies in chapter 5 that I really think would be great to use in the classroom. For example, the QUILT framework is a useful technique for quality questioning. QUILT stands for Question and Understand to Improve Learning and Thinking. Learning and thinking invites teachers to consider what happens both before and after the question is asked. The stages of the QUILT framework include: Prepare the Question, Present the Question, Prompt Student Responses, Process Student Responses, and Reflect on Questioning Practice. The way we word our questions and responses can shape students' beliefs about themselves and their place in the world.
The five implementation tips can be very useful for reciprocal teaching in the secondary mathematics classroom. I believe that students will learn and comprehend a lesson better by using the implementation tips other than the TED suggestions because the implementation tips are right to the point and provide almost everything you need in order to help students solve a math problem. Although, I did enjoy listening to the video in class of the math teacher because he integrated humor with learning math tips at the same time. But overall, questioning in the classroom is a MUST! Teachers must ask students questions to determine their level of comprehension. This chapter was very informative to me and taught me a lot of good strategies I did not know about.
One question I have about Chapter 5:
Teachers do tend to have the upper hand when questions are being asked. What can we do, as future teachers, to prompt our students to ask more Higher Order Thinking questions during each lesson?
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