A teacher can ask a good ____________ to a student, if it stimulates higher order thinking so he/she can apply what they've learned to new situations.

• A. question
• B. suggestion
• C. prompt
• D. challenge

Answer: (A)

The main idea here is using questions to drive higher-order thinking, so students must apply what they’ve learned to new situations. A good question is crafted to stimulate analysis, evaluation, and application, prompting the student to justify reasoning, compare ideas, or transfer knowledge to unfamiliar contexts. That’s why filling the blank with “question” fits best—the act of asking a thoughtful question is the mechanism that invites deeper cognitive work.

A suggestion isn’t the same thing—it’s more about giving advice than eliciting sustained reasoning. A prompt can start thinking or steer a response, but it doesn’t inherently require the student to engage in deeper analysis or application. A challenge implies difficulty or a tough task, but the phrasing is less natural for describing the instructional act of eliciting higher-order thinking through a question.