Forming Open-Ended Questions

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You will be able to form your own open-ended questions, better allowing you to use articles, stories, and poems that aren't found in your textbook.

OBJECTIVE

Students will:

1. Respond to open-ended questions
2. Work cooperatively
3. Exhibit critical thinking skills

MATERIALS

1. Bloom's Taxonomy
2. A short one-page text 
3. Open-ended questions (teacher created)

SET UP AND PREPARE

1. Make sure you've read the short text and created open-ended questions for it.

DIRECTIONS

Being able to answer open-ended questions is crucial in any classroom, but especially in New Jersey, where students must pass a state mandated test including open-ended questions in order to graduate.  Once a teacher knows how to form these questions, her ability to introduce non-standard reading materials into the classroom increase. These materials can help your students achieve higher-level thinking and enjoy reading at the same time.

Step 1: After deciding on the text that you'd like the students to read, you should create a question that incorporates action words from Bloom's taxonomy and consists of at least two bullet points.

• Bullet #1 should ask students to refer specifically to the text or a given quote.  At this level students are performing on the lower level of Bloom's Taxonomy.
• Bullet #2 usually asks students to take the material from the text and connect the information to their own lives and experiences. Students are asked to demonstrate how this text/ knowledge is mirrored in their own lives.  At this level students are using the upper levels of Bloom's Taxonomy and higher level thinking skills.

Step 2: Tell you students the following:

1. Your questions should never be able to be answered with one word or phrase.
2. Paraphrase quotations in your own words. Select a character from a book, TV show or movie whose actions prove this quote to be true.
3. Consider your own successes. Explain how perseverance has helped you become a successful person in at least two real life situations.
4. Discuss the quotation in small groups.

Step 3: After a 5-minute discussion, distribute the questions and have the students discuss the questions in their groups.

Step 4: After another 5-minute discussion, have the students work individually to write their responses.

ASSESS STUDENTS

• Were students able to engage in useful conversation about the quote and the question?
• Were students able to answer each part of the question? 
• Were the students able to make connections between their lives and the quote?

EVALUATE THE LESSON

• Did you use words from Bloom's Taxonomy when forming your questions? 
• Did students make connections between their lives and the quotation?

Miriama Sesay-St. Paul is a teacher at Malcolm X Shabazz High School in Newark, New Jersey.

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