Costa's
Levels of Inquiry

AVID EGUSD Google Drive Resources

Costa’s Levels of Questioning is a framework for promoting critical thinking by categorizing questions into three levels: 

Level 1 (Factual Recall) 

Level 2 (Processing)

Level 3 (Higher Order Thinking)

1. Level 1: Factual Recall (Basic Knowledge)

Purpose: To help students recall facts, basic concepts, or definitions.

Examples of Questions:

• "What is the capital of France?"

• "Who wrote Romeo and Juliet?"

• "When did World War II end?"

How Teachers Can Use It:

• Quick Warm-up Activities: Start a lesson with some quick factual recall questions to activate prior knowledge.

• Review Sessions: Use Level 1 questions to assess basic understanding of content.

• Quizzes & Flashcards: Use these as tools to help students recall important terms and facts.
  
  

2. Level 2: Processing (Application and Analysis)

Purpose: To encourage students to apply their knowledge, make connections, or analyze information.

Examples of Questions:

• "How would you solve this math problem using the method we just learned?"

• "What were the causes of the American Revolution?"

• "How can you compare the themes in this story to those in another book?"

How Teachers Can Use It:

• Group Work: Pose Level 2 questions during group discussions where students must analyze data or collaborate on solving a problem.

• Partner Collaboration: Ask students to process a concept individually, discuss it with a partner, and then share with the class.

• Case Studies & Scenarios: Use real-world problems and ask students to analyze and apply what they’ve learned to solve them.

• Debates and Discussions: Have students discuss a topic and explain their reasoning behind various viewpoints

3. Level 3: Higher Order Thinking (Synthesis and Evaluation)

Purpose: To challenge students to think critically, make judgments, and create new ideas based on their knowledge.

Examples of Questions:

• "What would happen to the plants if they didn’t get enough sunlight or water? How could we fix this problem?" 

• "If you could create a new law to improve your community, what would it be, and why?" 

• "What is your opinion about the main character’s actions in the story?"

• "Why do you think the author chose to end the story this way? What might happen next?" 

How teachers can use it:

• Project-Based Learning: Encourage students to create a product, design a solution, or synthesize information into something new.

• Open-Ended Discussion: Pose complex, open-ended questions that require students to evaluate, synthesize, or even challenge existing perspectives.

• Critical Analysis Activities: Have students assess the strengths and weaknesses of a theory, an argument, or a scientific model.

• Reflection Journals: Ask students to reflect on their learning and make connections to broader concepts or future applications.

Scaffolded Questioning

Purpose: To progressively move students from basic recall to deeper thinking.

How Teachers Can Use It:

• Start with Level 1: Begin by asking simple factual questions to establish understanding.

• Move to Level 2: Transition to questions that require analysis and application of knowledge.

• End with Level 3: Close with questions that challenge students to evaluate, hypothesize, or propose solutions to complex problems.

Example Sequence:

1. Level 1: "What happened at the end of the story?"

2. Level 2: "Why do you think the author chose that ending?"

3. Level 3: "How might the story have changed if the ending were different?"

Assessment and Feedback

Purpose: To assess students’ understanding at different levels and guide their thinking.

How Teachers Can Use It:

• Level 1 Assessment: Use simple quizzes or short-answer questions to assess basic understanding of facts.

• Level 2 Assessment: Ask students to explain their reasoning in essays or presentations, demonstrating they can analyze and apply what they've learned.

• Level 3 Assessment: Use projects or debates to assess how students synthesize and evaluate complex ideas or scenarios.

Differentiation of Instruction

Purpose: To meet the needs of diverse learners by adjusting the level of questioning.

How Teachers Can Use It:

• For Struggling Learners: Start with Level 1 questions to build confidence and ensure foundational understanding.

• For Advanced Learners: Incorporate more Level 3 questions to encourage deeper thinking and challenge their critical thinking skills.

Student-Led Questioning

Purpose: To encourage students to create their own questions based on their learning.

How Teachers Can Use It:

• Socratic Seminars: Allow students to ask and answer Level 1, 2, and 3 questions during discussions.

• Student-Generated Questions: Have students create questions for each level and use them in peer interviews or class discussions.

Using Costa’s Levels for Reflective Practice

Purpose: To help students reflect on their own learning process and thinking.

How Teachers Can Use It:

• Self-Assessment: Ask students to reflect on their own responses to questions by classifying them into the three levels.

• Goal Setting: Have students set goals for improving their thinking by identifying which level of questioning they need more practice with.