When students begin to label the different kinds of questions, they learn to select different kinds of questions to perform different kinds of thinking. No matter what the level of schooling, some kind of label can work effectively. Teach students that questions are like tools in a tool box. They would not pull out a screw driver to saw a board. Nor would they use a hammer to unscrew a bolt.
Jobs require a choice to tool.
Thinking requires a choice of questions. For most students who have never thought consciously about how they think or question, the thinking tools lie unassorted, unlabeled and unidentifiable in the bottom of the box. This leads to hammering instead of sawing, planing instead of drilling. To introduce students to the idea of categorizing questions, bring in a tool box of tools and ask them to suggest how they might be organized in the toolbox based on what they do. An alternative manipulative activity is to ask students to sort colored shapes into categories based first on color, then on shape, then on both.