The objective is to determine if a teacher intervention based on Bloom’s taxonomy, first, is effective in supporting teachers to integrate higher level questioning into their
lessons, and second, makes a difference for the motivation and engagement of the gifted student. From the literature we know that asking higher level questions is an effective method topromote learning of cognitively gifted students (Nasca, 1983; VanTassel-Baska & Wood, 2010; VanTassel-Baska, 2014). The intervention consists of a 2 hour training in which the difference between higherorder and lower order thinking questions is briefly explained, and in which the teacher learns in practice how to integrate these higher level questions into his or her regular lessons, for use in anycontent area.

First, we will seek to explore whether this intervention, i.e. the teacher training in higher level questioning, effectively leads to asking more higher order thinking questions in the classroom (Hypothesis 1). We will also examine how teachers evaluate the ease of mastering the technique during the training , and the feasibility of integrating these types of questions into a regular lesson.Second, we want to investigate whether higher level questioning relates to higher motivation and engagement of students, and particularly among cognitively gifted students (Hypothesis 2).