Engage, Analyze, Predict, Evaluate: Four Key Questions for Critical Thinking in the Great Books Curriculum Good morning! This is Dr. Lisa Helton from
We’ve all seen it happen: students avoid challenging texts, intimidated by their complexity and unsure how to engage with the material. This avoidance stems from their inability to scaffold their understanding, break down difficult content, and build the critical thinking and reasoning skills they need to succeed. As educators, we know the importance of guiding students through this process. To do this effectively, we need to help them analyze texts deeply and then use verbal reasoning to express their thoughts.
The only way to check for understanding and ensure students are truly following along is through well-planned, structured questioning. But not all questions are created equal. Effective questioning requires special planning, and it must begin at the lower levels of thinking. Fortunately, Bloom’s Taxonomy has provided the ultimate model for us to start with—a framework that helps students move from basic recall to higher-order reasoning and creativity.
When working with middle school and high school students (and even when engaging with challenging texts as adults), it's critical to begin with Bloom’s six key stages of thinking:
By following this structured approach, we can scaffold student learning and build their confidence, ensuring they progress from surface-level understanding to deep, analytical engagement with challenging texts.
As John Dewey said: "What’s in a question, you ask? Everything. It is a way of evoking stimulating response or stultifying inquiry. It is, in essence, the very core of teaching." (John Dewey, 1933)
Research on questioning behavior in university classrooms by Barnes (1980) reveals some surprising facts. First, a small portion of most classes is spent on instructor questioning (3.7%). Second, the majority of those questions (82%) focus on the lowest cognitive level—rote memory. Finally, almost a third (32%) of those questions elicit no response from learners. This reveals that in many classrooms, whether in seminars or lectures, instructors are doing most of the talking, with students passively listening.
Effective questions, however, engage students in thinking and discussing course material. Our goal in asking good questions is to:
Good questions are high-level, divergent, structured, and straightforward. These types of questions produce two to three times more responses (Andrews, 1980) and significantly help develop students' cognitive abilities. To encourage greater student engagement:
With Bloom’s Taxonomy as our foundation, let’s explore four levels of questions that can guide your self-study in the "Great Books" curriculum. These questions will help scaffold understanding and gradually build students' ability to engage with challenging texts.
Level 1: Summarizing / Definitions / Fact-Based Questions
Level 1 questions focus on recall and comprehension. These questions help students grasp the key facts, definitions, and events within the text, providing the foundation for more complex thinking.
Sample Level 1 Questions:
These questions ensure that students understand the basic content and context of the text before moving on to higher-level analysis.
Level 2: Analysis / Interpretation Questions
Level 2 questions correspond to Bloom’s Apply and Analyze stages. These questions push students to explore context, causes, and relationships, interpreting the text in greater depth and using evidence to support their conclusions.
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Sample Level 2 Questions:
These questions allow students to begin applying their knowledge and analyzing the deeper meanings behind the text.
Level 3: Hypothesis / Prediction Questions
At Level 3, students move into Evaluate and Create stages of Bloom’s Taxonomy. These questions prompt students to predict outcomes and formulate hypotheses, encouraging them to think critically about potential changes and implications within the text.
Sample Level 3 Questions:
These questions challenge students to think about alternative outcomes and use their analytical skills to predict future scenarios or understand hypothetical changes.
Level 4: Critical Analysis / Evaluation / Opinion Questions
Level 4 questions fully engage the Evaluate and Create stages of Bloom’s Taxonomy. These questions ask students to critically analyze the text, differentiate between key elements, and form well-reasoned opinions based on evidence. Students are required to apply their reasoning and make judgments about the material.
Sample Level 4 Questions:
These questions help students synthesize their learning, evaluate evidence critically, and present their own well-supported conclusions.
Conclusion
By structuring questions based on Bloom’s Taxonomy, and following these four levels of questioning, students can gradually build their understanding, from basic recall to higher-level critical thinking. This approach not only enhances comprehension of challenging texts but also fosters deeper engagement and verbal reasoning. As educators, our goal is to guide students through this process, developing their ability to think analytically, form judgments, and engage with the material at every level.
Happy reading and reflecting!
Dr. Lisa Helton CEO, American Education International