GCU ELM 480 Questioning Strategies and Critical Thinking
A challenge many teachers face is identifying effective ways to engage students in meaningful dialogue that advances thinking and elicits critical, higher-order responses based on current learning needs. Exploring appropriate questioning techniques, for various grade and ability levels, helps teachers to design questions that encourage critical and higher-order thinking and guide students in their learning.
In 500-750 words, explain the following:
- The lesson title, standards, and objectives on which the questions focus.
- At least three content- or skill-based questions that are appropriate for students’ grade and ability levels for each objective, and examples of answers the question is designed to elicit.
- At least three questions for each objective that would encourage critical thinking and higher-order thinking, and examples of answers the question is designed to elicit.
In addition, write 150-250 words examining how questioning strategies facilitate students’ comprehension and critical thinking related to literary and informational texts.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric.
For quality and original answer, order here.
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ELM 480-Questioning Strategies
Methods and strategies for teaching english language arts (elm-480), grand canyon university.
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Questioning Strategies and Critical Thinking In order to engage students in meaningful dialogue that advances critical thinking and elicits critical, higher-level responses I will use Bloom’s taxonomy in my bookwalk lesson plan titled “Bookwalk “The Very Hungry Caterpillar””. The standards I chose for this lesson plan were CCSS.ELA-LITERACY.RI.K-With prompting and support, ask and answer questions about key details in a text and CCSS.ELA-LITERACY.RI.K-With prompting and support, ask and answer questions about the unknown words in a text. I chose two objectives to go along with this lesson and they were “Students will be able to look through the book and make a prediction of what is going to happen based on the pictures.” And “Students will attempt to identify any known words in the text that could help them understand what will happen in the story.” The three skill-based questions that would be appropriate would be: “Why did the caterpillar eat all of that food?” The caterpillar ate all of that food so it could grow into a butterfly. The pictures show us that after he eats all of that food he makes a chrysalis and grows into a butterfly. “What did the caterpillar start out as at the beginning of the story?” The caterpillar started as an egg in the beginning of the story. The words tell us he is an egg and we see a picture of an egg on a leaf. “Why did the caterpillar end up with a stomachache?” The caterpillar got a stomachache because he ate a lot of junk food. The caterpillar ate too much food.
- Multiple Choice
Course : Methods and Strategies for Teaching English Language Arts (elm-480)
University : grand canyon university.
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