https://learnlab.org/mediawiki-1.44.2/index.php?action=history&feed=atom&title=Deep-level_questionDeep-level question - Revision history2026-05-01T14:15:50ZRevision history for this page on the wikiMediaWiki 1.44.2https://learnlab.org/mediawiki-1.44.2/index.php?title=Deep-level_question&diff=6494&oldid=prevVanlehn at 02:00, 12 December 20072007-12-12T02:00:07Z<p></p>
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<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>References </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">=== </ins>References <ins style="font-weight: bold; text-decoration: none;">===</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives. Handbook 1: Cognitive domain. New York: McKay. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives. Handbook 1: Cognitive domain. New York: McKay. </div></td></tr>
</table>Vanlehnhttps://learnlab.org/mediawiki-1.44.2/index.php?title=Deep-level_question&diff=5208&oldid=prevScraig@pitt.edu at 19:27, 23 May 20072007-05-23T19:27:48Z<p></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31, 104-137. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31, 104-137. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Gholson, B. & Craig, S. D. (2006). Promoting constructive activities that support vicarious learning during computer-based instruction. ''Educational Psychology Review, 18'', 119-139. [http://andes3.lrdc.pitt.edu/~scraig/publications/Gholson&Craig2006.pdf]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Gholson, B. & Craig, S. D. (2006). Promoting constructive activities that support vicarious learning during computer-based instruction. ''Educational Psychology Review, 18'', 119-139. [http://andes3.lrdc.pitt.edu/~scraig/publications/Gholson&Craig2006.pdf]</div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* McNamara, D. S., & Kintsch, W. (1996). Learning from text: Effects of prior knowledge and text coherence. Discourse Processes, 22, 247-288.</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
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</table>Scraig@pitt.eduhttps://learnlab.org/mediawiki-1.44.2/index.php?title=Deep-level_question&diff=5207&oldid=prevScraig@pitt.edu at 19:22, 23 May 20072007-05-23T19:22:07Z<p></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes (Craig, et al. 2006; Gholson & Craig, 2006). This would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy (e.g. causal antecedent, causal consequence, comparison, & interpretation) and the higher level categories of Bloom's taxonomy (Bloom, 1956). Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes (Craig, et al. 2006; Gholson & Craig, 2006). This would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy (e.g. causal antecedent, causal consequence, comparison, & interpretation) and the higher level categories of Bloom's taxonomy (Bloom, 1956). Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Although deep-level questions often require students to type or otherwise express their answers ([[Post-practice reflection (Katz)|PSLC project example]]), some deep-level questions are rhetorical ([[Craig questions|PSLC project example]]) <del style="font-weight: bold; text-decoration: none;">in that students are not able to enter answers</del>. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Although deep-level questions often require students to type or otherwise express their answers ([[Post-practice reflection (Katz)|PSLC project example]]), some deep-level questions are rhetorical <ins style="font-weight: bold; text-decoration: none;"> in that students are not able to enter answers</ins>([[Craig questions|PSLC project example]]). </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When deep-level questions precede the original instruction, they are a kind of advance organizers (Ausubel, 1960). When they follow the original instruction, they are a kind of [[reflection questions]]. However, they can also be inserted in the midst of the original instruction. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When deep-level questions precede the original instruction, they are a kind of advance organizers (Ausubel, 1960). When they follow the original instruction, they are a kind of [[reflection questions]]. However, they can also be inserted in the midst of the original instruction. </div></td></tr>
</table>Scraig@pitt.eduhttps://learnlab.org/mediawiki-1.44.2/index.php?title=Deep-level_question&diff=5206&oldid=prevScraig@pitt.edu at 19:21, 23 May 20072007-05-23T19:21:31Z<p></p>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes (Craig, et al. 2006; Gholson & Craig, 2006). This would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy (e.g. causal antecedent, causal consequence, comparison, & interpretation) and the higher level categories of Bloom's taxonomy (Bloom, 1956). Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes (Craig, et al. 2006; Gholson & Craig, 2006). This would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy (e.g. causal antecedent, causal consequence, comparison, & interpretation) and the higher level categories of Bloom's taxonomy (Bloom, 1956). Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Although deep-level questions often require students to type or otherwise express their answers [[Post-practice reflection (Katz)|PSLC project example]], some deep-level questions are rhetorical [[Craig questions|PSLC project example]] in that students are not able enter answers. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Although deep-level questions often require students to type or otherwise express their answers <ins style="font-weight: bold; text-decoration: none;">(</ins>[[Post-practice reflection (Katz)|PSLC project example]]<ins style="font-weight: bold; text-decoration: none;">)</ins>, some deep-level questions are rhetorical <ins style="font-weight: bold; text-decoration: none;">(</ins>[[Craig questions|PSLC project example]]<ins style="font-weight: bold; text-decoration: none;">) </ins>in that students are not able <ins style="font-weight: bold; text-decoration: none;">to </ins>enter answers. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When deep-level questions precede the original instruction, they are a kind of advance organizers (Ausubel, 1960). When they follow the original instruction, they are a kind of [[reflection questions]]. However, they can also be inserted in the midst of the original instruction. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When deep-level questions precede the original instruction, they are a kind of advance organizers (Ausubel, 1960). When they follow the original instruction, they are a kind of [[reflection questions]]. However, they can also be inserted in the midst of the original instruction. </div></td></tr>
</table>Scraig@pitt.eduhttps://learnlab.org/mediawiki-1.44.2/index.php?title=Deep-level_question&diff=5205&oldid=prevScraig@pitt.edu at 19:19, 23 May 20072007-05-23T19:19:56Z<p></p>
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<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes. <del style="font-weight: bold; text-decoration: none;">These </del>would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy (e.g. causal antecedent, causal consequence, comparison, & interpretation) and the higher level categories of Bloom's taxonomy. Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes <ins style="font-weight: bold; text-decoration: none;">(Craig, et al. 2006; Gholson & Craig, 2006)</ins>. <ins style="font-weight: bold; text-decoration: none;">This </ins>would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy (e.g. causal antecedent, causal consequence, comparison, & interpretation) and the higher level categories of Bloom's taxonomy <ins style="font-weight: bold; text-decoration: none;">(Bloom, 1956)</ins>. Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Although deep-level questions often require students to type or otherwise express their answers [[Post-practice reflection (Katz)|PSLC project example]], some deep-level questions are rhetorical [[Craig questions|PSLC project example]] in that students are not able enter answers. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Although deep-level questions often require students to type or otherwise express their answers [[Post-practice reflection (Katz)|PSLC project example]], some deep-level questions are rhetorical [[Craig questions|PSLC project example]] in that students are not able enter answers. </div></td></tr>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>References </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>References </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272.</div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives. Handbook 1: Cognitive domain. New York: McKay. </ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Craig, S. D., Sullins, J., Witherspoon, A. & Gholson, B. (2006). Deep-Level Reasoning Questions effect: The Role of Dialog and Deep-Level Reasoning Questions during Vicarious Learning. ''Cognition and Instruction, 24(4)'', 565-591.</ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Graesser, A. C., & Person, N. K. (1994). Question asking during tutoring. American Educational Research Journal, 31, 104-137. </ins></div></td></tr>
<tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* Gholson, B. & Craig, S. D. (2006). Promoting constructive activities that support vicarious learning during computer-based instruction. ''Educational Psychology Review, 18'', 119-139. [http://andes3.lrdc.pitt.edu/~scraig/publications/Gholson&Craig2006.pdf]</ins></div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Category:Glossary]]</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>[[Category:Glossary]]</div></td></tr>
</table>Scraig@pitt.eduhttps://learnlab.org/mediawiki-1.44.2/index.php?title=Deep-level_question&diff=5203&oldid=prevScraig@pitt.edu at 19:04, 23 May 20072007-05-23T19:04:07Z<p></p>
<table style="background-color: #fff; color: #202122;" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 19:04, 23 May 2007</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes. These would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy (e.g. causal antecedent, causal consequence, comparison, & interpretation) and the higher level categories of Bloom's taxonomy. Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes. These would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy (e.g. causal antecedent, causal consequence, comparison, & interpretation) and the higher level categories of Bloom's taxonomy. Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Although deep-level questions often require students to type or otherwise express their answers [[Post-<del style="font-weight: bold; text-decoration: none;">practice_ reflection_ </del>Katz|PSLC project example]], some deep-level questions are rhetorical [[Craig questions|PSLC project example]] in that students are not able enter answers. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Although deep-level questions often require students to type or otherwise express their answers [[Post-<ins style="font-weight: bold; text-decoration: none;">practice reflection (</ins>Katz<ins style="font-weight: bold; text-decoration: none;">)</ins>|PSLC project example]], some deep-level questions are rhetorical [[Craig questions|PSLC project example]] in that students are not able enter answers. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When deep-level questions precede the original instruction, they are a kind of advance organizers (Ausubel, 1960). When they follow the original instruction, they are a kind of [[reflection questions]]. However, they can also be inserted in the midst of the original instruction. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When deep-level questions precede the original instruction, they are a kind of advance organizers (Ausubel, 1960). When they follow the original instruction, they are a kind of [[reflection questions]]. However, they can also be inserted in the midst of the original instruction. </div></td></tr>
</table>Scraig@pitt.eduhttps://learnlab.org/mediawiki-1.44.2/index.php?title=Deep-level_question&diff=5201&oldid=prevScraig@pitt.edu at 19:02, 23 May 20072007-05-23T19:02:05Z<p></p>
<table style="background-color: #fff; color: #202122;" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 19:02, 23 May 2007</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes. These would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy (e.g. causal antecedent, causal consequence, comparison, & interpretation) and the higher level categories of Bloom's taxonomy. Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes. These would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy (e.g. causal antecedent, causal consequence, comparison, & interpretation) and the higher level categories of Bloom's taxonomy. Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Although deep-level questions often require students to type or otherwise express their answers [[Post-<del style="font-weight: bold; text-decoration: none;">practice_reflection_Katz</del>|PSLC project example]], some deep-level questions are rhetorical [[Craig questions|PSLC project example]] in that students are not able enter answers. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Although deep-level questions often require students to type or otherwise express their answers [[Post-<ins style="font-weight: bold; text-decoration: none;">practice_ reflection_ Katz</ins>|PSLC project example]], some deep-level questions are rhetorical [[Craig questions|PSLC project example]] in that students are not able enter answers. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When deep-level questions precede the original instruction, they are a kind of advance organizers (Ausubel, 1960). When they follow the original instruction, they are a kind of [[reflection questions]]. However, they can also be inserted in the midst of the original instruction. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When deep-level questions precede the original instruction, they are a kind of advance organizers (Ausubel, 1960). When they follow the original instruction, they are a kind of [[reflection questions]]. However, they can also be inserted in the midst of the original instruction. </div></td></tr>
</table>Scraig@pitt.eduhttps://learnlab.org/mediawiki-1.44.2/index.php?title=Deep-level_question&diff=5200&oldid=prevScraig@pitt.edu at 19:01, 23 May 20072007-05-23T19:01:48Z<p></p>
<table style="background-color: #fff; color: #202122;" data-mw="interface">
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 19:01, 23 May 2007</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes. These would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy (e.g. causal antecedent, causal consequence, comparison, & interpretation) and the higher level categories of Bloom's taxonomy. Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes. These would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy (e.g. causal antecedent, causal consequence, comparison, & interpretation) and the higher level categories of Bloom's taxonomy. Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Although deep-level questions often require students to type or otherwise express their answers [[Post-<del style="font-weight: bold; text-decoration: none;">practice reflection Katz</del>|PSLC project example]], some deep-level questions are rhetorical [[Craig questions|PSLC project example]] in that students are not able enter answers. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Although deep-level questions often require students to type or otherwise express their answers [[Post-<ins style="font-weight: bold; text-decoration: none;">practice_reflection_Katz</ins>|PSLC project example]], some deep-level questions are rhetorical [[Craig questions|PSLC project example]] in that students are not able enter answers. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When deep-level questions precede the original instruction, they are a kind of advance organizers (Ausubel, 1960). When they follow the original instruction, they are a kind of [[reflection questions]]. However, they can also be inserted in the midst of the original instruction. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When deep-level questions precede the original instruction, they are a kind of advance organizers (Ausubel, 1960). When they follow the original instruction, they are a kind of [[reflection questions]]. However, they can also be inserted in the midst of the original instruction. </div></td></tr>
</table>Scraig@pitt.eduhttps://learnlab.org/mediawiki-1.44.2/index.php?title=Deep-level_question&diff=5199&oldid=prevScraig@pitt.edu at 19:01, 23 May 20072007-05-23T19:01:03Z<p></p>
<table style="background-color: #fff; color: #202122;" data-mw="interface">
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes. These would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy (e.g. causal antecedent, causal consequence, comparison, & interpretation) and the higher level categories of Bloom's taxonomy. Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes. These would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy (e.g. causal antecedent, causal consequence, comparison, & interpretation) and the higher level categories of Bloom's taxonomy. Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Although deep-level questions often require students to type or otherwise express their answers [[Post-<del style="font-weight: bold; text-decoration: none;">practice_reflection_%28Katz%2</del>|PSLC project example]], some deep-level questions are rhetorical [[Craig questions|PSLC project example]] in that students are not able enter answers. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Although deep-level questions often require students to type or otherwise express their answers [[Post-<ins style="font-weight: bold; text-decoration: none;">practice reflection Katz</ins>|PSLC project example]], some deep-level questions are rhetorical [[Craig questions|PSLC project example]] in that students are not able enter answers. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When deep-level questions precede the original instruction, they are a kind of advance organizers (Ausubel, 1960). When they follow the original instruction, they are a kind of [[reflection questions]]. However, they can also be inserted in the midst of the original instruction. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When deep-level questions precede the original instruction, they are a kind of advance organizers (Ausubel, 1960). When they follow the original instruction, they are a kind of [[reflection questions]]. However, they can also be inserted in the midst of the original instruction. </div></td></tr>
</table>Scraig@pitt.eduhttps://learnlab.org/mediawiki-1.44.2/index.php?title=Deep-level_question&diff=5197&oldid=prevScraig@pitt.edu at 19:00, 23 May 20072007-05-23T19:00:20Z<p></p>
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<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 19:00, 23 May 2007</td>
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<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes. These would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy (e.g. causal antecedent, causal consequence, comparison, & interpretation) and the higher level categories of Bloom's taxonomy. Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes. These would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy (e.g. causal antecedent, causal consequence, comparison, & interpretation) and the higher level categories of Bloom's taxonomy. Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.</div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Although deep-level questions often require students to type or otherwise express their answers [[<del style="font-weight: bold; text-decoration: none;">Katz</del>]], some deep-level questions are rhetorical [[Craig]] in that students are not able enter answers. </div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Although deep-level questions often require students to type or otherwise express their answers [[<ins style="font-weight: bold; text-decoration: none;">Post-practice_reflection_%28Katz%2|PSLC project example</ins>]], some deep-level questions are rhetorical [[Craig <ins style="font-weight: bold; text-decoration: none;">questions|PSLC project example</ins>]] in that students are not able enter answers. </div></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr>
<tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When deep-level questions precede the original instruction, they are a kind of advance organizers (Ausubel, 1960). When they follow the original instruction, they are a kind of [[reflection questions]]. However, they can also be inserted in the midst of the original instruction. </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>When deep-level questions precede the original instruction, they are a kind of advance organizers (Ausubel, 1960). When they follow the original instruction, they are a kind of [[reflection questions]]. However, they can also be inserted in the midst of the original instruction. </div></td></tr>
</table>Scraig@pitt.edu