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Costas
GUIDE TO UNDERSTANDING COSTAS
Course
Elementary Education (BEED1)
585 Documents
Students shared 585 documents in this course
Academic year: 2023/2024
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Costa’s Levels of Questioning
To better understand the content being presented in their core subject areas, it is essential for students
to learn to think critically and to ask higher levels of questions. By asking higher levels of questions,
students deepen their knowledge and create connections to the material being presented, which in turn
prepares them for the inquiry that occurs in tutorials. Students need to be familiar with Costa’s (and/or
Bloom’s) levels of questioning to assist them in formulating and identifying higher levels of questions.
Directions: Read the poem below and review the “Three House Story” on the next page. Both set the
stage for Costa’s Levels of Questioning.
One-‐Two-‐Three Story Intellect Poem
There are one-‐story intellects,
two-‐story intellects,
and three-‐story intellects with skylights.
All fact collectors who have
no aim beyond their facts
are one-‐story people.
Two-‐story people compare, reason,
generalize, using the labor of
fact collectors as their own.
Three-‐story people idealize,
imagine, predict—their best illumination
comes through the skylight.
Adapted from a quotation by Oliver Wendell Holmes
The Three-‐Story House
Level 1 (the lowest level) requires one to gather information.
Level 2 (the middle level) requires one to process the information.
Level 3 (the highest level) requires one to apply the information.
3 —Applying
Evaluate Generalize Imagine
Judge Predict Speculate
If/Then Hypothesize Forecast
2 —Processing
Compare Contrast Classify
Sort Distinguish Explain (Why?)
Infer Analyze
1 —Gathering
Complete Define Describe
Identify List Observe
Recite Select
Vocabulary: Costa’s Levels of Thinking and Questioning
LEVEL 1
Remember Define
Repeat
Name
List
State
Describe
Recall
Memorize
Label
Match
Identify
Record
Show Understanding
Give examples
Restate
Discuss
Express
Rewrite
Recognize
Explain
Report
Review
Locate
Find
Paraphrase
Tell
Extend
Summarize
Generalize
LEVEL 2
Use Understanding
Dramatize
Practice
Operate
Imply
Apply
Use
Compute
Schedule
Relate
Illustrate
Translate
Change
Pretend
Discover
Solve
Interpret
Prepare
Demonstrate
Infer
Examine
Diagram
Distinguish
Compare
Contrast
Divide
Question
Inventory
Categorize
Outline
Debate
Analyze
Differentiate
Select
Separate
Point out
Criticize
Experiment
Break down
Discriminate
Create
Compose
Design
Propose
Combine
Construct
Draw
Arrange
Suppose
Formulate
Organize
Plan
Compile
Revise
Write
Devise
Modify
Assemble
Prepare
Generate
LEVEL 3
Decide
Judge
Value
Predict
Evaluate
Rate
Justify
Decide
Measure
Choose
Assess
Select
Estimate
Conclude
Summarize
Supportive Evidence
Prove your answer.
Support your
answer.
Give reasons for
your answer.
Explain your answer.
Why or why not?
Why do you feel that
way?
Costa’s Levels of Questioning: Math
LEVEL 1
What information is given?
What are you being asked to
find?
What formula would you use in
this problem?
What does ____ mean?
What is the formula for ....?
List the ....
Name the ....
Where did...?
What is....?
When did....?
Explain the concept of...
Give me an example of...
Describe in your own words
what _____means.
What mathematical concepts
does this problem connect to?
Draw a diagram of...
Illustrate how____ works.
LEVEL 2
What additional information is
needed to solve this problem?
Can you see other relationships
that will help you find this
information?
How can you put your data in
graphic form?
What occurs when...?
Does it make sense to...?
Compare and contrast_____ to
______.
What is important about...?
What prior research/formulas
support your conclusions?
How else could you account
for...?
Explain how you calculate...
What equation can you write to
solve the world problem?
LEVEL 3
Predict what will happen to
_____as_____is changed.
Using a math principle, how can
we find...?
Describe the events that might
occur if...
Design a scenario for...
Pretend you are...
What would the world be like
if...?
How can you tell if your answer
is reasonable?
What would happen to_____if
____(variable) were
increased/decreased?
How would repeated trials affect
your data?
What significance is this formula
to the subject you are learning?
What type of evidence is most
compelling to you?
Costa’s Levels of Questioning: Science
LEVEL 1
What information is given?
What are you being asked to
find?
What formula would you use in
this problem?
What does ____ mean?
What is the formula for ....?
List the ....
Name the ....
Where did...?
What is....?
When did....?
Describe in your own words
what _____means.
What science concepts does this
problem connect to?
Draw a diagram of...
Illustrate how____ works.
LEVEL 2
What additional information is
needed to solve this problem?
Can you see other relationships
that will help you find this
information?
How can you put your data in
graphic form?
How would you change your
procedures to get better results?
What method would you use to
...?
Compare and contrast_____ to
______.
Which errors most affected your
results?
What were some sources of
variability?
How do your conclusions
support your hypothesis?
What prior research/formulas
support your conclusions?
How else could you account
for...?
Explain the concept of...
Give me an example of...
LEVEL 3
Design a lab to show...
Predict what will happen to
_____as_____is changed.
Using a science principle, how
can we find...?
Describe the events that might
occur if...
Design a scenario for...
Pretend you are...
What would the world be like
if...?
What would happen to _____ if
______ (variable) were
increased/decreased?
How would repeated trials affect
your data?
What significance is this
experiment to the subject you
are learning?
What type of evidence is most
compelling to you?
Do you feel ____ (experiment) is
ethical?
Are your results biased?
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Costas
Course: Elementary Education (BEED1)
585 Documents
Students shared 585 documents in this course
University: Philippine Normal University - North Luzon
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Costa’s'Levels'of'Questioning'
!
To!better!understand!the!content!being!presented!in!their!core!subject!areas,!it!is!essential!for!students!
to!learn!to!think!critically!and!to!ask!higher!levels!of!questions.!By!asking!higher!levels!of!questions,!
students!deepen!their!knowledge!and!create!connections!to!the!material!being!presented,!which!in!turn!
prepares!them!for!the!inquiry!that!occurs!in!tutorials.!Students!need!to!be!familiar!with!Costa’s!(and/or!
Bloom’s)!levels!of!questioning!to!assist!them!in!formulating!and!identifying!higher!levels!of!questions.!
!
Directions:!Read!the!poem!below!and!review!the!“Three!House!Story”!on!the!next!page.!Both!set!the!
stage!for!Costa’s!Levels!of!Questioning.!!
!
One3Two3Three'Story'Intellect'Poem'
There!are!oneMstory!intellects,!
twoMstory!intellects,!
and!threeMstory!intellects!with!skylights.!
All!fact!collectors!who!have!
no!aim!beyond!their!facts!
are!oneMstory!people.!
TwoMstory!people!compare,!reason,!
generalize,!using!the!labor!of!
fact!collectors!as!their!own.!
ThreeMstory!people!idealize,!
imagine,!predict—their!best!illumination!
comes!through!the!skylight.!
!
Adapted!from!a!quotation!by!Oliver!Wendell!Holmes!
!
The'Three3Story'House'
Level!1!(the!lowest!level)!requires!one!to!gather!information.!
Level!2!(the!middle!level)!requires!one!to!process!the!information.!
Level!3!(the!highest!level)!requires!one!to!apply!the!information.!
!
3—Applying!
Evaluate!Generalize!Imagine!
Judge!Predict!Speculate!
If/Then!Hypothesize!Forecast!
!
2—Processing!
Compare!Contrast!Classify!
Sort!Distinguish!Explain!(Why?)!
Infer!Analyze!
!
1—Gathering!
Complete!Define!Describe!
Identify!List!Observe!
Recite!Select!
!
