Three-Story House (Costa’s Levels Of Questioning) T

2.5: InquiryTTutor/Student Handout 2.5.1 (1 of 2)Three-Story House(Costa’s Levels of Questioning)o better understand the content being presented in their core subject areas, it is essential for students tolearn to think critically and to ask higher levels of questions. By asking higher levels of questions, studentsdeepen their knowledge and create connections to the material being presented, which in turn preparesthem for the inquiry that occurs in tutorials. Students need to be familiar with Costa’s (and/or Bloom’s) levels ofquestioning to assist them in formulating and identifying higher levels of questions.Directions: Read the poem below and review the “Three House Story” on the next page. Both set the stage forCosta’s Levels of Questioning.One- Two- Three-Story Intellect PoemThere are one-story intellects,two-story intellects,and three-story intellects with skylights.All fact collectors who haveno aim beyond their factsare one-story people.Two-story people compare, reason,generalize, using the labor offact collectors as their own.Three-story people idealize,imagine, predict—their best illuminationcomes through the skylight.Adapted from a quotation by Oliver Wendell HolmesUnit 2: Before the Tutorial85

2.5: InquiryTutor/Student Handout 2.5.1 (2 of 2)The Three-Story HouseLevel 1 (the lowest level) requires one to gather information.Level 2 (the middle level) requires one to process the information.Level 3 (the highest level) requires one to apply the ecastClassifyExplain (Why?)DescribeObserveTutorial Support Curriculum Resource Guide

2.5: InquiryLEVEL 1RememberShowUnderstandingLEVEL 2UseUnderstandingExamineCreateLEVEL 3DecideSupportiveEvidenceTutor/Student Handout 2.5.2 (1 of 2)Vocabulary: Costa’s Levels ofThinking and uctDrawArrangeSupposeFormulateOrganizeGive pareContrastDivideJudgeValuePredictEvaluateProve your answer.Support youranswer.Unit 2: Before the eGive reasons foryour t outCriticizeExperimentBreak oncludeSummarizeExplain your answer.Why or why not?Why do you feel thatway?87

B2.5: ateOrderSummarizeDescribeInterpret88Bloom’s Taxonomy of Questioninglooms Taxonomy categorizes the types of thinking students do into seven categories. Evaluation andsynthesis are the most complex types of thinking and questioning, and knowledge and comprehensionquestions and thinking are the most basic utor/Student Handout 2.5.2 (2 of 2)Evaluation - Judging Based on thesis - Using Parts of New Information to Create writeInventWhat if?ComposeFormulateAnalysis - Seeing Parts and mpareComprehension - Understanding DifferentiateKnowledge - Recalling reTutorial Support Curriculum Resource Guide

2.5: InquiryTutor/Student Handout 2.5.3 (1 of 6)Content Specific QuestionsLEVEL 1Costa’s Levels of Questioning: MathWhat information is given?What are you being asked tofind?What formula would you use inthis problem?What does mean?What is the formula for.?List the.Name the.Where did.?What is.?When did.?Explain the concept of.Give me an example of.Describe in your own words whatmeans.What mathematical conceptsdoes this problem connect to?LEVEL 2What additional information isneeded to solve this problem?Can you see other relationshipsthat will help you find thisinformation?How can you put your data ingraphic form?What occurs when.?Does it make sense to.?Compare and contrast to.What was important about.?What prior research/formulassupport your conclusions?How else could you accountfor.?Explain how you calculate.What equation can you write tosolve the word problem?LEVEL 3Predict what will happen toas is changed.Using a math principle, how can wefind.?Describe the events that might occurif.Design a scenario for.Pretend you are.What would the world be like if.?How can you tell if your answer isreasonable?What would happen to if(variable) wereincreased/decreased?How would repeated trials affectyour data?What significance is this formula tothe subject you’re learning?What type of evidence is mostcompelling to you?Draw a diagram of.Illustrate how works.Unit 2: Before the Tutorial89

2.5: InquiryLEVEL 1Costa’s Levels of Questioning: ScienceWhat information is given?What are you being asked tofind?What formula would you use inthis problem?What does mean?What is the formula for.?List the.Name the.Where did.?What is.?When did.?Describe in your own words whatmeans.What science concepts does thisproblem connect to?Draw a diagram of.Tutor/Student Handout 2.5.3 (2 of 6)Illustrate how works.LEVEL 2What additional information isneeded to solve this problem?Can you see other relationshipsthat will help you find thisinformation?How can you put your data ingraphic form?How would you change yourprocedures to get better results?What method would you useto.?Compare and contrast to.Which errors most affected yourresults?What were some sources ofvariability?How do your conclusions supportyour hypothesis?What prior research/formulassupport your conclusions?How else could you accountfor.?Explain the concept of.Give me an example of.90LEVEL 3Design a lab to show.Predict what will happen toas ischanged.Using a science principle, howcan we find.?Describe the events that mightoccur if.Design a scenario for.Pretend you are.What would the world be likeif.?What would happen to if(variable) wereincreased/decreased?How would repeated trials affectyour data?What significance is thisexperiment to the subjectyou’re learning?What type of evidence is mostcompelling to you?Do you feel(experiment) is ethical?Are your results biased?Tutorial Support Curriculum Resource Guide

2.5: InquiryLEVEL 1Tutor/Student Handout 2.5.3 (3 of 6)Costa’s Levels of Questioning: EnglishWhat information is given?Locate in the story where.When did the event take place?Point to the.List the.Name the.Where did.?What is.?Who was/were.?Illustrate the part of the storythat.Make a map of.What is the origin of the word?What events led to ?LEVEL 2What would happen to you if.Would you have done the samething as.?What occurs when.?Compare and contrast to.What other ways could beinterpreted?What is the main idea of the story(event)?What information supports yourexplanation?What was the message in thispiece (event)?Give me an example of.Describe in your own words whatmeans.What does suggestabout ’scharacter?What lines of the poem expressthe poet’s feelings about?What is the author trying toprove? What evidence does hepresent?Unit 2: Before the TutorialLEVEL 3Design a to show.Predict what will happen toas ischanged.Write a new ending to the story(event).Describe the events that mightoccur if.Add something new on your ownthat was not in the story.Pretend you are.What would the world be likeif.?Pretend you are a character in thestory. Rewrite the episode fromyour point of view.What do you think will happen to? Why?What is most compelling to youin this ? Why?Could this story have reallyhappened? Why or why not?If you were there, would you.?How would you solve thisproblem in your life?91

2.5: InquiryTutor/Student Handout 2.5.3 (4 of 6)Costa’s Levels of Questioning: Social StudiesLEVEL 1What information is given?LEVEL 2LEVEL 3What would happen to you if.?Design a to show.Point to the.Would you have done the samething as.?What would it be like to live.?Name the.If you were there, would you.?What are you being asked tofind?When did the event take place?List the.Where did.?What is.?Who was/were.?Make a map of.Can you see other relationshipsthat will help you find thisinformation?What occurs when.?How would you solve thisproblem in your life?Compare and contrast to.What other ways could beinterpreted?What things would you have usedto.?What is the main idea in thispiece (event)?What information supports yourexplanation?What was the message in thisevent?Predict what will happen toas ischanged.Write a new ending to the event.Describe the events that mightoccur if.?Pretend you are.What would the world be likeif.?How can you tell if your analysisis reasonable?What do you think will happen to? Why?What significance is this event inthe global perspective?What is most compelling to youin this ? Why?Do you feel is ethical?Why or why not?Explain the concept of.?Give me an example of.?Describe in your own words whatmeans.92Tutorial Support Curriculum Resource Guide

2.5: InquiryTutor/Student Handout 2.5.3 (5 of 6)Bloom’s Levels of Questioning: Science and Math1. KNOWLEDGE—recallinginformation2. COMPREHENSION—understanding meaningWhat are you being asked to find?Explain the concept of.What information is given?What formula would you use in thisproblem?What does mean?What is the formula for.?List the.Name the.Where did.?What is.?Who was/were.?What are you being asked to find?Give me an example of.Describe in your own words whatmeans.What (science or math) conceptsdoes this problem connect to?Draw a diagram of.Illustrate how works.Explain how you calculate.When did . ?4. ANALYSIS—ability to seeparts and relationships5. SYNTHESIS—parts ofinformation to create new wholeWhat was important about.Predict what will happen toas is changed.What were some sources ofvariability?Describe the events that might occurif.Compare and contrast to.Which errors most affected yourresults?How do your conclusions supportyour hypothesis?What prior research/formulassupport your conclusions?How else could you account for.?Design a lab to show.Using a principle of (science ormath), how can we find .?Design a scenario for.Pretend you are.What would the world be like if . ?3. APPLICATION—usinglearning in new situationsWhat additional information isneeded to solve this problem?Can you see other relationships thatwill help you find thisinformation?How can you put your data ingraphic form?What occurs when . ?How would you change yourprocedures to get better results?What method would you use to.Does it make sense to.?6. EVALUATION—judgmentbased on criteriaHow can you tell if your answer isreasonable?What would happen to if(variable) wereincreased/decreased?How would repeated trials affectyour data?What significance is thisexperiment/formula to the subjectyou’re learning?What type of evidence is mostcompelling to you?Do you feel experiment isethical?Are your results biased?Unit 2: Before the Tutorial93