- 40% of our instructional time is spent questioning.
- 75-80% of questioning in elementary is at the memory/recall level.
If students aren't successful with the Convergent questions (that is, if they can't correctly answer the recall/memory/low-level questions), is it instructionally appropriate to move on to more critical, deeper Divergent questions?
That's a tough question to answer! Thoughts? If you agree that it is appropriate, how do you asked those higher-level questions without that basic knowledge? Hopefully, these are some questions that we'll be able to pursue when we meet again.