Competences

a. Formulate a variety of questions by using open-ended and closed questions in each and every lesson.
b. Carry out particular techniques such as wait-time, think-pair-share, pose-pause-bounce-pounce, no hands up to encourage more participation, engagement and thinking.
c. Ensure that learners are given opportunities to be question askers rather than just answerers by giving learners time to pose questions and by using techniques such as Hot-Seating and the Inverted Interview.
d. Make use of Bloom’s taxonomy as a model for question prompts by preparing questions
e. beforehand to make sure that there is a balance between open-ended and closed questions and also during the lesson to encourage the learners to come up with their own questions.

Knowledge 

a. Identify and describe the different techniques such as involving the whole class, providing think time, using the no hands up technique and no put downs that can assist the teacher and the learners in creating and maximising opportunities to think.
b. Know the different levels of Bloom’s taxonomy by defining the different levels in the cognitive domain.
c. Identify ways of how higher order thinking can be implemented in the classroom by using popsicle sticks, random name picker, ball/soft toy/bean bag throw.

Skills

a. Demonstrate the use of higher order questions and related questioning techniques by preparing beforehand open-ended questions per lesson.
b. Prepare and pose questions that enable the teacher to collect evidence of the students’ learning gaps.
c. Plan lessons that provide time to act upon these gaps by creating further opportunities to think