In this article, the authors note that higher-level questions do not occur naturally in the process of instruction. Therefore, higher-level questions must be purposefully plan. At CHS, we have found that planning questions does not ensure the execution or delivery of questions written and documented in lesson plans. Therefore, we have developed questions stems to help teachers move a question at the lower level of Blooms to a higher-level - scaffolding of questions. Each department generate a list to best fit the content area.
After reading this article, teacher were asked to bring 5 keys learnings from the article to discuss within their PLCs.