EDUC 4454 – Class 9 P/J Methods

1. Asking Questions EDUC 4454 – Class 9P/J Methods Bell Work: Using one of your lesson plans and a review of the next 2 slides, examine any of the scripted key questions in the instruction, consolidation or application stages and categorize them using Bloom’s Taxonomy. Try to add 2 more questions from any 1 of the 3 higher order thinking areas -analysis, synthesis, evaluation .

2. Select the Cognitive Level Review: Bloom’s Taxonomy • Bloom’s Taxonomy of Cognitive Expectations & Questions for Quality Thinking Judging the value, materials and methods; Applying standards and criteria Putting together parts to form a whole Breaking it down into elements Using in new situations Understanding the material itself Recall of specifics

3. Original Terms New Terms • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analysing • Applying • Understanding • Remembering Review: Bloom’s Revised Taxonomy

4. The Question MatrixQ Matrix P/J Methods EDUC 4454

5. Q Matrix • a user-friendly adaptation of Bloom’s Taxonomy • allows you to construct questions based on the word pairs within a matrix • arranged in a hierarchy that considers Bloom’s Taxonomy

6. Q Matrix To use Q-Matrix: 1. Identify the level of thinking you wish your question to elicit and select word pairs to match your instructional focus • “knowledge” word pairs – upper left portion of matrix • “evaluation” word pairs – lower right • As you move in any direction from the “What is?” – you are moving toward questions which require more in-depth thinking

7. Q Matrix 2. Choose any word pair – use this word pair as the first two words in your question followed by the appropriate content. • Example: Which might? Which might be the best way to solve this problem? -Or embedded words i.e., “Of all the solutions we’ve discussed, which do you do feel might provide the best solution to this problem?”

8. Q Matrix 3. The horizontal items represent the subject of the question (event, situation, choice, person, reason, means) 4. The vertical items represent the process (present, past, possibility, probability, prediction, imagination)

9. Q Matrix Quadrants: “A” Asks for facts “B” Asks for comparisons, explanations, examples “C” Asks for predictions and possibilities “D” Asks for speculations, probabilities and evaluation

10. Q Matrix  - In groups of 3-4 appoint 1 person to choose & read a book  - Each member to choose 4 question prompts from question box and create 4 questions for book based on prompts • Pose each question to group & determine level of question based on Bloom’s Taxonomy( i.e. knowledge, comprehension, application ETC.)  - Each member to determine 1 application using the Bloom’s Taxonomy Wheel – Matching the Process to the Product (Handout from Class 8) and working through from content (of the book) to the “can do’ verbs to the product. Explain what level of thinking/response this reflects.

11. Think / Pair / ShareActivity Why ask Questions?

12. Why do we use questions? What is a good question? How do we develop questioning skills? Why is it necessary to write effective questions before the lesson is given? Questioning

13. Questioning: 2 main types • Everyday Questions • questions that are asked without planning • usually require a yes/no answer or a one word answer • usually don’t require much thought

14. Questioning: 2 Main Types • Educative Questions • questions that are planned in advance • usually at a higher level of thinking • purposeful • clearly focused • carefully conceived • well formulated (J.T.Dillon)

15. Questioning:2 main categories • Convergent Questions • narrow, factual, closed • one right answer • short responses • lower level thinking • simple recall of information “Who is the Prime Minister of Canada?”

16. Questioning: 2 main categories • Divergent Questions • broad, open-ended • many right responses • seldom answered with a single word • require students to use higher level thinking “Why is the world a better place because of computers?”

17. Characteristics of a good question • A good question is a demonstration of genuine curiosity. • A good question has logic, related in some way to the teacher’s focus and the student’s experience. • In a good question the words are ordered in such a way that the thinking is clarified, both for the students and the teacher. • In a good question the intent must be supported by intonation and non-verbal signals. The pace of the question should match the intent. • A good question challenges existing thinking and reflection. • A good question is seen as part of an ongoing dialogue which involves relationships between the speakers. • A good question can challenge and surprise but it should not be seen as a means /by which to diminish others. • A good question maintains student engagement, stimulates thoughts and evokes feelings.

18. Effective Teacher Questions: • An Educative Question is purposeful, clearly focused, carefully conceived, pre-planned, and well formulated. Often try to make it a pivotal question, a question which will make the students think. • Questions should be thought out & written ahead of time and thus be part of good planning & does not simply come off the top of your head

19. Questioning: Steps Stage One: Prepare the Question • Identify instructional purpose (recitation/discussion) • Determine content focus • Make sure they match your lesson expectations • Select the cognitive level (Bloom’s Taxonomy) • Consider wording and syntax

20. Questioning Stage Two: Present the Question • Indicate response format • Ask the question • Select respondent Which techniques are more effective?

21. Questioning Stage Three: Prompt Student Responses • Pause after asking question (Wait time 1) • Assist non-respondent • Pause following student response (Wait time 2) How to get students to participate?

22. Teacher Questions: Tips when implementing: • Make sure your questions are not double-barrelled – you are not asking more than one question at a time. • Make sure your questions are not wishy-washy – the meaning needs to be clear, specific and precise • Make sure they are well-worded • Avoid questions with “yes/no” or 1 word answers • Use a signal for “mass/whole class” responses • Don’t only attend to the Action Zone • Ask the question; pause; then call on a student • Use three to five (3-5) second Wait Time

23. Wait Time • Builds trust in the student/teacher relationship. • Gives time for student to look at the question from many angles • Frees them to provide answers of substance • Provides time to rehearse answers if you use “heads together/elbow partner” • Encourages them to organize their thinking • Wait time should result in: longer student answers more students volunteering answers more questions being asked by students generally an increase in two way communication in the classroom. more interesting discussion Two Types – One and Two • Wait Time One: Teacher waits to have a student respond to allow them to process the information / question given (3-5 seconds) • Wait Time Two: Teacher waits to respond to a student answer to allow them time to elaborate and extend (3-5 seconds)

24. Probes • Decide on how you will respond to the student answer: Praise/Acceptance/Probes • Follow student responses / answers (and wait time) • Are based on the learner’s actual response and are designed to have the student go beyond the initial information or response given. • WHY? Help a student elaborate on their answer • Try to get students to tell you why • Help you understand where the student is coming from • Can use with a right or wrong answer • You can probe right answers, wrong answers, non answers, comments, questions, but you should not probe every student response. Types of Probes: Redirect Probes Critical Awareness ProbesClarification Probes Refocus Probes Prediction Probes

25. Reflective Practice - • Page # 210 in CT & M • At your table discuss the quote at the bottom of the page using the following questions: • How might a teacher identify such a question? – i.e. Question answered correctly but not the one posed • How could this be explained to other students? • This statement (quote) may seem to be a contradiction. Why might it be important to address this issue?

26. Activity: Correcting Questions • With a partner or individually, correct each of the questions. Remember to consider the characteristics of good questions, Bloom’s Taxonomy and the Tips for Impelementing

27. Questioning • Can anyone tell me where the bridge was built? • Jim, how much would you pay for both? • Where did Riel fight his last battle? He was certainly a hero. Where was it, Tom?

28. Questioning • Are the winters warm in British Columbia? • The bee is certainly a very industrious worker, isn’t he? • Who is Stalin and why was he important during World War II?

29. Questioning • What about the current crisis in our monetary policy? • The principal tourist attractions in Northern Ontario are what? • What do you notice about the beaver and otter?

30. Questioning • Does anyone know the answer to this question?

31. Communication PJ Methods EDUC 4454

32. Communicating authentically requires: a sensitivity to the world of others an ability to empathize… to understand what it is like to be the other person The climate for learning is set by the teacher: Who? What? When? With Whom? Facilitates involvement Stimulates interest Demonstrates/models caring

33. Special components of interpersonalskills which facilitate effective learning: Empathy Respect (Warmth) Genuineness

34. To help develop interpersonal communication skills: Verbal/Non-verbal Congruence Personal Communication Style Passive Aggressive Assertive/Congruent

35. Ways to enhance congruence: 1. Look at your ways of interacting. 2. Develop Active ListeningSkills: be fully and accurately involved with what is being said and felt both verbally and non-verbally show a genuine concern for what the speaker is feeling as well as … is saying.

36. 3. Be aware of your own feelings, prejudices and expectations about the speaker (Ask yourself: Can I accept the feelings and attitudes of the speaker even if they are different than my own?) Build on your unique strengths.

37. Nonverbal Communication Studies show that during interpersonal communication: 7%of the message is verbally communicated 93% of the message is nonverbally transmitted through tone of voice, body language, emotions of the sender/receiver, other connections… friends /enemies/ professionals)

38. What you say is not nearly as important as how you say it. Actions speak louder than words.

39. Definition • Non-verbal communication is communication without words. • Non-verbal communication can be viewed as occurring whenever an individual communicates without the use of sounds. • Non-verbal communication is anything someone does to which someone else assigns meaning. • Non-verbal communication is the study of facial expressions, touch, time, gestures, smell, eye behaviour, and so on.

40. Nonverbal messages are an essential component of communication in the classroom. a. eye contact signals interest in others b. smile indicates warmth, friendliness c. gestures…nods d. posture and body orientation e. proximitydictated by cultural norms f. vocal element: tone/inflection/loudness

41. A matrix of verbal versus non-verbal behaviours

42. Classification • Body language: posture, head movement, facial expressions, eye behavior, gestures, handshaking, arm movement, leg movement etc. • Paralanguage: sound, pitch, tempo of speech, turn-taking, silence • Object language: clothing, personal artifacts, hair, etc. • Environmental language: time language, spatial language, colour, light, signs and symbols, architecture, etc.

43. Functions • Complementing (e.g. “Attention please” ) • Contradicting (When there are contradictions, do people tend to believe the verbal messages or nonverbal ones?) • Repeating • Regulating (e.g. A head nod to indicate that it is his/her turn the speak) • Substituting(e.g. A noisy cafeteria might get you to wave at a friend instead of screaming to get his/her attention) • Accenting(e.g. A well-skilled public speaker might pause before or after an important point in a speech.)

44. Aspects of non-verbal communication • Posture • Eye contact • Use of silence

45. More than words – Case Study • A teacher can’t get his students’ attention and his volume starts to rise. He glares at them and tells them to do some work on the board. Some do; most don’t. His volume increases again: “Don’t look at me; look at the board.” Some students squirm; most still look at their teacher. While telling the students to look at the board, the teacher’s non-verbal message, conveyed by his eyes, is to look at him. No one is going to look away from a teacher in this situation. Discuss at your table how the teacher has sent a mixed message.

46. Use More Than Your WordsUse More Than Your Words - Professionally Speaking - March 2008 • Adapted from L. Miller in Professionally Speaking (March 2008)The magazine of the Ontario College of Teachers see link above • Getting Attention – lower the class metabolism by pausing and whispering, don’t try to talk over the students. • All teachers have a range of voices (e.g. the credible voice has little modulation). • Keep head, body, face, arms, and hands still when using the credible voice. • Actions, voice tone, words, sending the same message.

47. When to use voice? • Use the credible voice when giving instructions, delivering teacher-directed lessons and covering instructions. Use it when you want to hold students’ attention. • The approachable voice is the opposite of the credible and uses much modulation. The voice has rhythmic, even melodic tones. The head moves up and down, arms and hands move and are open. • The approachable voice invites discussion, encourages participation and makes students feel warm and welcome.

48. When to use voice continued… • Try both voices yourself and hear the difference in this sentence: “Boys and girls, I’d like your attention now please.” • It’s time to begin your first lesson of the day. You listen to the volume, wait for a lull and speak 2 levels above it: “Class, please look in this direction.” • Ensure everyone’s attention and then drop your volume and begin. • If you’re using the credible voice, make sure your body language is credible too.

49. Non-verbal teacher tips… • Reinforce your message when asking students to look at the board by looking there as well. • Stand in the same spot when you want the students’ attention. “This lets the visuals see you and the auditories hear you.” Regularly using this technique trains the students that this is the time for them to be attentive. • After a while, when you stand in that spot, you will have their attention, without having to say a word.

50. Tips continued… • If your body language and emphasis match your words, you are more likely to connect with all your students and your message will have more impact. • When teachers give students 3 or more seconds of wait time, the outcomes include longer and more correct responses, fewer I-don’t-knows and more volunteered answers. • Show don’t say, “Class you have this many minutes to complete this activity.” Don’t say the number, hold up two fingers.