Promoting higher-order thinking through questions requiring analysis, explanation, and idea development is among the practices most consistently related to student growth¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Asking questions that require students to analyze information, explain their thinking, and develop new ideas is one of the practices most consistently related to student growth in language and comprehension outcomes in Title I schools, prekindergarten through grade 3. → Hanley Chiang 2017

Evidence¶

Hanley Chiang 2017¶

Hanley Chiang, Elias Walsh, Timothy Shanahan, Claudia Gentile, Alyssa Maccarone, Tiffany Waits, Barbara Carlson, Samuel Rikoon. (2017). An Exploration of Instructional Practices that Foster Language Development and Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee

q2 · i? · associational · r2

The Key Findings list includes this higher-order questioning practice among those most consistently related to student growth, based on the study's exploratory examination of relationships between practices and growth in a range of language and comprehension outcomes.

"Promoting higher-order thinking by asking questions that require students to analyze information, explain their thinking, and develop new ideas"

Discussion¶

Related Claims¶

• Question prompts improve learning — related
• Some classroom discussion approaches improve text comprehension, but gains are not uniform across approaches and more student talk alone does not produce them — related
• Active and collaborative approaches promote higher-order thinking and complex reasoning (attributed to earlier studies in a framework paper) — a broader claim this one bears on
• Focusing students' attention on the meaning of a text before reading, such as introducing the topic and encouraging predictions, is among the practices most consistently related to student growth — related
• Helping students make connections between prior knowledge and the texts they read is among the practices most consistently related to student growth — related
• Questioning Strategies Improve Learning — related
• Engaging students in defining new words during or after reading a text is among the practices most consistently related to student growth in language and comprehension — related