![]() Level 6: Encourage consideration of alternative explanations and a means of evaluating them Which ones are “keepers” and which ones are tossed in the trashcan is decided later. When brainstorming, it is important to remember all ideas are put out on the table. “Maybe it’s genetics, or maybe it’s diet, or maybe everybody in Holland wears elevator shoes, or…” etc. “Let’s brainstorm some possible answers.” “Why are all the people in Holland so tall?” “Who do we know that might know the answer to that?” Level 5: Encourage brainstorming, or consideration of alternative explanations “Let’s look that up in the encyclopedia.” Level 4: Voice encouragement to seek response through authority Or, give a factual answer to the question. “I don’t know, but that’s a good question.” “Because it’s 15° outside.” Level 3: Admit ignorance or present information ![]() “Because you have to eat your vegetables.” “Don’t ask me any more questions.” “Because I said so.” Level 2: Restate or almost restate the question as a response Here are the different levels and examples of each. While we wouldn’t want to answer every question on level seven, we wouldn’t want to answer every question on levels one and two, either. According to Robert Sternberg, answers to children’s questions can be categorized into seven levels, from low to high, in terms of encouraging higher levels of thinking. Parents and teachers can do a lot to encourage higher order thinking, even when they are answering children’s questions.
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