Bethlehem Moravian College

In association with

Teacher’s Colleges of Jamaica

In partial fulfilment of the course

Language Learning & Teaching

LA201SEB

Lecturer: Icilda Coley

Student Names: Antonio Grant and Daniel Vassell

ID number : (23010159) & (23010172)

Year: 2

Due Date: October 4, 2023

 Question
1. Discuss the importance of questioning in the grades 7–9 English language classroom,
making reference to the levels and types of questions.
 Essay

Questioning, as an academic tool, dates back to the Socratic method employed by the

Greek philosopher Socrates in the 5th century BC. Socrates believed questioning his students

helped them uncover deeper truths and engage in critical thinking. This historical context

highlights the importance of questioning as a tool for intellectual exploration and stimulating

curiosity in learners. How crucial is questioning in the English language classroom for grades 7–

9? Grades 7–9 shape students' linguistic abilities, critical thinking, and engagement. In grades 7–

9, as students develop their critical thinking skills and language abilities, questioning is

significant to their learning. Questioning fosters intellectual development, enhances cognitive

skills, and promotes a deeper understanding of academic concepts. By using the levels and types

of questions, educators create a dynamic learning environment that encourages students to build

comprehension and foster participation.

In English, the basic types of questions are open-ended and closed questions. Closed

questions have a specific answer. They are useful for checking students' understanding of basic

facts and concepts. According to The Editorial Team (2024), the types of closed questions

include: dichotomous (yes/no), multiple choice, ordinal scale, and true/false or agree/disagree

questions. During a lesson, these questions are used at the beginning to review previous material

or assess students' prior knowledge. Open-ended questions do not have a specific answer. They

encourage students to think more about the material. These questions can lead to rich discussions

and debates among students. Unlike closed questions, open-ended questions are harder to

categorise into—for example, dichotomous questions—however, most open-ended questions

begin with: who, what, where, when, or why. By posing open-ended questions, teachers
challenge students to think beyond superficial assumptions and consider different perspectives

and interpretations. In addition to the types of questions, there are levels of questioning.

Psychologist Benjamin Bloom and Professor Arthur Costa have separately studied and

categorised the levels of questioning. These researches were termed Bloom's Taxonomy and

Costa's Level of Questioning, respectively. Despite both researches being fundamentally similar,

the writer will integrate Bloom's Taxonomy into Costa's Levels of Questioning.

By integrating Bloom's Taxonomy with Costa's Levels of Questioning, we will have three

tiers of questioning—called orders—containing two "processes" associated with the order of

thinking. Taxonomy has six levels of educational goals, these being: knowledge, comprehension,

application, analysis, synthesis, and evaluation. In “Taxonomy of Educational Objectives: The

Classification of Educational Goals” — Bloom’s first publication on his taxonomy— Blooms

defines what these six levels entail. According to Bloom, knowledge “involves the recall of

specifics and universals [...]. ” Comprehension refers “to a type of understanding or

apprehension such that the individual knows what is being communicated and can make use of

the material or idea being communicated [...].” Application refers to the “use of abstractions in

particular and concrete situations.” Analysis speaks to the “breakdown of a communication into

its constituent elements [...] such that the relative hierarchy of ideas is made clear and [...] the

relations between ideas expressed are made explicit.” Synthesis involves “putting together [...]

elements [...] to form a whole.” Evaluation refers to “judgments about the value of material and

methods for given purposes.”

Costa's Levels of Questioning has three levels or orders of questioning, these being:

lower-order, higher-order, and highest-order questions. Note, the writer is dissatisfied with the

order names; hence, 'lower-order' will be called first-order, 'higher-order' will be called second-
order, and 'highest-order' will be called third-order. Continuing, first-order questions focus on

knowledge and comprehension. Second-order questions focus on application and analysis. Third-

order questions focus on synthesis and evaluation. First-order questions build student's

foundational knowledge. They require factual recall or basic comprehension. Conversely, second

and third-order questions challenge students to apply and synthesize what was learnt.

Questions can assess students' understanding of the lesson. In the English language

classroom, questioning in grades 7–9 is a critical pedagogical tool that enhances student

comprehension. At this developmental stage, students transition from concrete to abstract

thinking. Therefore, educators must employ various levels of questions. For instance, first-order

questions assess basic understanding, while second-order questions encourage students to form

contextual opinions. When using multiple question levels, teachers can gauge students'

comprehension and adjust their instructions. For example, teachers can ask first-order questions

for the facts—"Was Mr. Darcy wealthy?"—or third-order questions for evaluating the facts

—"How did the narrator show that Mr. Darcy is wealthy?”. Research indicates that classrooms

using second and third-order questioning techniques see improved student performance and

critical thinking skills (Hattie, 2009). For instance, a study published in the "Journal of

Educational Psychology" found that students who used second and third-order questioning—

questions that require analysis, synthesis, and evaluation—demonstrated a 30% increase in

reading comprehension scores compared to those who used only first-order questions—focused

on recall (Smith & Johnson, 2021). This statistic demonstrates the importance of integrating

various levels of questioning. Therefore, questions enhance comprehension and retention of

material.
 Socrates' teaching method was student-centric. Socrates focused on inquiry-based

learning, not a teacher-centric approach. This method remains relevant, as studies reveal that

implementing a questioning culture improves student engagement and achievement. Questioning

in classrooms encourages participation by fostering metacognition and building confidence.

Reflective questions help students develop an awareness of their thought processes

(metacognition), strengths, and areas for improvement. Educators using second-order questions

encourage students to engage their beliefs and opinions when evaluating the questions asked and

the questions they have. For example, “How did the author use flashbacks to explore his central

theme?" Thought-provoking questions motivate students to contribute to discussions, think

critically, and engage with their peers. Thought-provoking questions are from second and third-

order questions. Based on Bloom’s taxonomy, these questions prompt students to apply, analyse,

evaluate, and create ideas. Therefore, questions encourage active participation and engagement.

In conclusion, questioning—as a tool for teaching—dates back to the Socratic method.

Questioning is crucial in building comprehension and fostering participation among students.

Questioning in the classroom fosters participation through developing metacognition—the

awareness of one’s thought process—and building confidence to accept and express their

thoughts. Questions can assess students' understanding of the lesson. Questioning in a grade 7-9

English language classroom is critical in enhancing student comprehension. Questioning is a

method that should be consciously implemented in every classroom. It helps educators immerse

the students in the lesson. By understanding how to use Bloom’s and Costa’s levels of questions

with the two basic questions in English, educators can aid students in asking the right questions

to access greater knowledge.

 References

Marzano, R. J. (2008). The art and science of teaching: a comprehensive framework for effective

instruction. Choice Reviews Online, 45(11), 45–6316. https://doi.org/10.5860/choice.45-6316

Wiggins, G., & McTighe, J. (2005). Understanding by Design, Expanded 2nd Edition.

https://eric.ed.gov/?id=ED509029

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research,

77(1), 81–112. https://doi.org/10.3102/003465430298487

Rutka, J. (2024, May 15). Bloom’s Taxonomy Question Stems For Use In Assessment [With

100+ Examples]. Top Hat. https://tophat.com/blog/blooms-taxonomy-question-stems/

Mcdaniel, R. (2010, June 10). Bloom’s Taxonomy. Vanderbilt University.

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Staff, T. (2021, December 28). What Are Costa’s Levels Of Questioning? TeachThought.

https://www.teachthought.com/education/costas-levels-of-questioning/

Shabatura, J. (n.d.). Using Bloom’s taxonomy to write Effective Learning Outcomes | Teaching

Innovation and Pedagogical support. https://tips.uark.edu/using-blooms-taxonomy/

Heick, T. (2023, September 1). What Is Bloom’s Taxonomy? A Definition For Teachers.

TeachThought. https://www.teachthought.com/learning/what-is-blooms-taxonomy/

The Editorial Team. (2024, June 3). Close-ended questions: Definition, types, and examples.

Delighted. https://delighted.com/blog/close-ended-questions