ELM 480 Grand Canyon University Questioning Strategies and Critical Thinking Paper Questioning Strategies and Critical Thinking A challenge many teacher

ELM 480 Grand Canyon University Questioning Strategies and Critical Thinking Paper 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.

Using one of the lessons you developed in this course, create both content and critical thinking questions you could ask during the implementation of the lesson. The questions should be based on the standards and objectives within the lesson you selected.

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. Course Code
ELM-480
Class Code
ELM-480-O500
Criteria
Criteria
Percentage
100.0%
Lesson Title, Standards, and Objectives
20.0%
Content- or Skill-Based Questions
20.0%
Critical Thinking and Higher-Order Thinking
Questions
20.0%
Facilitating Comprehension
20.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
10.0%
Paper Format (use of appropriate style for the
major and assignment)
10.0%
Total Weightage
100%
Assignment Title
Questioning Strategies and Critical Thinking
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
40.0
Insufficient (65.00%)
Lesson title, standards, and objectives are unclear or
improperly aligned.
Content- or skill-based questions are insufficient to elicit
desired answers.
Critical thinking and higher-order thinking questions are
insufficient to elicit desired answers.
Explanation of how questioning strategies facilitate students’
comprehension and critical thinking related to literary and
informational texts is convoluted and unfocused.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) or word
choice are present. Sentence structure is correct but not
varied.
Appropriate template is used, but some elements are missing
or mistaken. A lack of control with formatting is apparent.
Approaching (75.00%)
Lesson title, standards, and objectives are basic and
adequately aligned.
Content- or skill-based questions sufficiently elicit desired
answers.
Critical thinking and higher-order thinking questions
sufficiently elicit desired answers.
Explanation attempts to examine how questioning strategies
facilitate students’ comprehension and critical thinking
related to literary and informational texts.
Some mechanical errors or typos are present, but they are
not overly distracting to the reader. Correct and varied
sentence structure and audience-appropriate language are
employed.
Appropriate template is used. Formatting is correct, although
some minor errors may be present.
Acceptable (85.00%)
Lesson title, standards, and objectives are clear and
appropriately aligned.
Content- or skill-based questions reasonably elicit desired
answers.
Critical thinking and higher-order thinking questions
reasonably elicit desired answers.
Explanation reasonably examines how questioning strategies
facilitate students’ comprehension and critical thinking
related to literary and informational texts is
Prose is largely free of mechanical errors, although a few may
be present. The writer uses a variety of effective sentence
structures and figures of speech.
Appropriate template is fully used. There are virtually no
errors in formatting style.
Target (100.00%)
Lesson title, standards, and objectives are creative and
thoroughly aligned.
Content- or skill-based questions insightfully elicit desired
answers.
Critical thinking and higher-order thinking questions
insightfully elicit desired answers.
Explanation compellingly examines how questioning
strategies facilitate students’ comprehension and critical
thinking related to literary and informational texts is
Writer is clearly in command of standard, written, academic
English.
All format elements are correct.
Comments
Points Earned

Purchase answer to see full
attachment