Name three questioning strategies that promote higher-order thinking in Task 2.

• A. Socratic questioning, think-pair-share with accountable talk, and prompts requiring analysis, evaluation, and justification.
• B. Repetition, recall, and yes-no questions.
• C. Yes/no questions only.
• D. Leading questions with single correct answer.

Answer: (A)

Promoting higher-order thinking relies on questions and tasks that push students to analyze, evaluate, and justify their thinking. Socratic questioning invites students to probe underlying assumptions, clarify reasoning, and defend conclusions, which helps them articulate deeper understanding and see connections they might otherwise miss. Think-pair-share with accountable talk builds structured dialogue that requires students to explain their thinking to a partner, justify their ideas, and then share with the whole class, promoting reasoning through discussion and evidence. Prompts that explicitly require analysis, evaluation, and justification give students concrete tasks that move beyond recall, guiding them to use criteria, weigh evidence, and defend their judgments.

These strategies collectively support Task 2 by eliciting reasoning, evidence, and justification in student responses. In contrast, approaches centered on repetition, recall, and yes-no questions mainly target memory and quick checks rather than deeper analysis. Yes/no questions and other single-answer formats constrain exploration and fail to surface the nuance of students’ thinking, while leading questions that steer toward a single correct answer can limit independent reasoning and exploration. Using these higher-order strategies helps students demonstrate richer thinking and evaluative skills in their work.