Asking Questions—At Four Different Levels

Questioning is a potentially powerful tool that teachers can use to help students better understand academic content. However, simply asking more questions of more students might not produce the desired effect.

In working with and observing teachers, I've found that the questions they ask students can be organized into four levels, each of which demands deeper thinking of the student.

Level 1: Details

Level 1 questions ask students to recall or recognize details about specific types of information. For example, a teacher might ask, "What is one of Jack London's most popular works, and what is it about?" or "Describe some important characteristics of the Rocky Mountains in the United States."

We commonly think of Level 1 questions as "lower level." However, they have their place in learning new content because teachers commonly begin by asking students questions about narrower types of information—such as specific people (like Jack London); specific groups and organizations (like the U.S. Congress); and specific intellectual, artistic, and cognitive products (like the Greek play Prometheus Bound)—before progressing to more general and abstract content, such as mental processes and procedures (like rounding techniques in mathematics). (For a look at these types of information and examples of the four levels of questions for each, go to www.ascd.org/el0213marzano.)

Level 2: Characteristics

Level 2 questions move the focus to ...

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