Updating from a higher level
Since the days of Socrates, asking questions to assess student understanding has been a core component of teaching and learning. She was determined to be more conscious of the level of questions she asked.
Today, verbal questioning is so prevalent in education that it's difficult to picture a classroom in which a teacher isn't asking questions. Patty began jotting down a few higher-cognitive-level thinking questions in her lesson plans to ensure that she included them.
Each question level requires a greater amount of mental activity to formulate an answer than the previous level.
Of this 47 percent, only 10 percent were a part of a sequence having four or more questions (Wragg & Brown, 2001). The Revised Taxonomy renamed some of the original categories—Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation—and changed them all to verb forms to reflect their more familiar use as part of education objectives. The revised categories are Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. There, the teacher being observed writes out the questions and question sequences—the question script—that he or she will use during the lesson. During the observation, the observing teacher is responsible for keeping track of the number of questions asked, judging the cognitive level of each question, indicating which student answered each question and whether he or she volunteered the answer, and recognizing the question pattern used.
For example, a mathematics teacher reviewing a chapter on geometric figures might ask the following series of questions: "What are the features of geometric points? This pattern involves asking a series of questions which eventually lead back to the initial position or question (Brown & Edmondson, 1989).