Our Lady of the S acred Heart School Teacher Workshop Tuesday 29 January 2013

1. Our Lady of the Sacred Heart School Teacher Workshop Tuesday 29 January 2013

2. That’s a good question.

3. What’s your thinking ? Good questioning is fostered by an ability to think in an environment of inquiry The one really competitive skill is the skill of being able to learn. It is the skill of not being able to get the right answers to questions about what you were taught in school, but to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act…faced with situations for which they are unprepared. Seymour Papert )1998)

4. I think therefore I amRené Descartes 1644 For many • Thinking is difficult and students resist it like the plague…evading the struggle of learning with, • “I don’t know” • “why did you call on me?... I wasn’t doing anything” “ • “who cares, what difference does it make” • “ Ask someone else ” In the end if thinking were easy there would be more of it” Dantonio and Beisenherz (2001)

5. Asking a robust Question

6. “ Questions are carriers of whatever new cognitive system is emerging “Taba et al (1964)

7. Highly Effective Questions (HEQ) • The way a question is asked matters, it determines the amount of cognitive work available for our students to do. • The more cognitive opportunity created, the better the quality of the question. Question Path A Path B (optimal) Answer HEQ

8. So what determines a good question? • Scope and intentionality determine a good question • Scope =depth breadth • A question’s scope is determined by both the quantity of answers elicited ( Broad) and the mental activity needed to answer it.

9. Intentionality Deepens Questions Questions need to be • Filtered • Defined • Redefined • Then answered with • Specificity • Completeness • Justification

10. Strategies for Developing Effective Questioning • Highly Effective Question (H.E.Q) • Blooms • Three Story Intellect • Seven Steps of Questioning • KWHLAO • Questioning Understanding: Empowering Student Thinking. (Qu:Est) • Question Maps • Filter, Refine. Redefine (F.R.R) • Investigate, Consequential, Enriching. (I.C.E)

11. Thinking before you Question Because learning to organise our thinking helps us to ask specific, targeted questions and this makes all the difference to the answers we are given. There is a place for creative questions, but it lives within the critical question.

12. Critical Thinking is not Creative Thinking , • ,

13. However Creative Thinking may also be Critical Thinking.l ,

14. Interview with Gareth Morgan • You are asked by your editor to interview Gareth Morgan regarding his position on cats in society. • Organise your team andIdentify • Gareth, reporters, notetakers, observers.

15. Good Questions have four components that activate Critical thinking… 1.A Mental Act Of thinking in response to a trigger 2.Mentally Intensive Questions that reach a threshold of intensity appropriate to the student. 3.Ameniable to Instruction skill s and acuity of content and is increased 4.Generalised across the Curriculum Able to be applied and transfered

16. Question to develop understanding Learning theory says that we have to learn something to understand it; … this is totally contrary to evidence as we have to understand something in order to learn it; We have to make sense of it; we need to ask questions Smith (1998)

17. Scaffolding Questions • We need lots of practice asking questions so we can learn about dispositions and skills…this takes, teaching, opportunity and understanding.

18. We need tools to work smart • Teach specific strategies for quality questioning: - Rich questions, - Fertile questions - Essential questions - Open questions - Closed questions - Fat & skinny questions • Model Key Step Questions (Michael Pohl) • Model the Question Cycle ( Michael Pohl)

19. Where to Now • K. What do we know? • W. What do we want to know? • H. How will we find out? • L. What are we learning? • A. How will we apply what we know? • Q. What new questions do we have? • Where to now?

20. Provoking my Questioning Levels of Questioning • Knowledge/Remembering: Retelling, recalling or describing • Comprehension/Understanding : Interpreting info • Application:Applying knowledge in new situations • Synthesis/Analysing: Drawing together info and data in different formats. Developing new understanding • Evaluation: Reflecting on process and outcome. Judging or verifying • Creating: Invent, Design,Create, Devise

21. Seven Steps of Questioning 1. Label, identify, find 2. Compare, connect, infer 3. Sequence, order, list, classify, pre-summarise (generalise) 4. Decode questions/instructions/directions 5. Encode, answer the question, solve the problem 6. Apply, predict, project 7. Conclude, Re-summarise

22. Seven Steps Question Examples GHannelHighly Effective Questioning

23. Students Learning to Inquire by using relevant deep questioning skills.

24. Questioning to learn: A framework for Inquiry and problem based learning Questioning to enhance students’ Learning Inquiry

25. What do we want to know?Student Generated Questions Michael Pohl • Investigative - - Generating info about now and then • Consequential - Exploring Possible IMPACTS and OUTCOMES • Enriching - Require a Critical,Creative, Caring Thinking response

26. How can we promote effective questioning • Model and display explicit forms of questioning • Ensure that questions clearly include the required skills and focus • Plan questions according to the cognitive level that is required • Keep an on going record of thinking and learning in the classroom provides rich reference points for facilitating the questions for inquiry? • Use QRQ to facilitate deeper level inquiry?

27. Question Maps • Identify focus of problem to solve or inquiry • Identify key facts • Apply a selection of WHO? WHAT? WHEN? WHERE? HOW? WHY? to identify related questions for inquiry • Check for relevance • Make decisions about inquiry path and select appropriate questions

28. Questioning Stems • Provide key words or patterns for questioning at each stage or type of questioning e.g. using blooms • Have prompts on cards, charts, class books • Model and display these in a range of situations to facilitate the process • Identify the level of thinking and or the stage of inquiry this will relate to.

29. Provide Quality Question Prompts to support students From ‘Problem Based Learning’ by John Burell !. What do you wonder about now? 2. Does this suggest any new approaches, ideas that you think are worth investigating 3. What kinds of connections and relationships are becoming evident to you now? 4. Where should we go from here? “It’s just all wonderment and awe”

30. Question Frames John Barell Developing More Curious Minds FIND THE GAP ASK A QUESTION

31. Question Stems for Thinkers • What do I wonder about?… • How could this impact other (people, environments, systems) • What does this mean to me ….? • How will the consequences influence other (people, environments, systems)? • How does reminds me of other (ideas, concepts, experiences)? • How is this related or connected to…? • What suprises or fascinates me is…? • Why is this important ?… • How do I feel…? • What are my tentative conclusions about this…? • What am I learning through this inquiry? … • What am I finding out about my thinking processes…? • How does this connect to my own experiences…?

32. Involving Students in Meaningful Questioning Activities Generating Questions that will: • Reinforce prior knowledge • Add to existing knowledge • Investigate impact • Discover or suggest possible outcomes • Provide critical, creative or caring responses

33. In our classrooms… 1. What questioning is working well in our classrooms? 2. What challenges are we facing in developing students questioning skills and dispositions? 3. How will we further develop students questioning skills and dispositions?

35. Transfer Tasks Goal. • To Review the purpose and strategies for Transfer Tasks

36. The ability to transfer a task • Is the ability to think and act flexibly with what one knows…

37. How do we know what we know? • We know we have learned when… • Understanding shows it’s face when people can think and act flexibly around what they know.

38. GRASP G. Given = What do you know? R. Required = What do you want to know? A. Analysis = What formula can you use? S. Solution = Show your work 
 P. Paraphrase = State the answer in a sentence • G • R • A • S • P

39. Transfer tasks= Knowing the learners • So we can identify skills, knowledge and content gaps for next teaching… • Instead of grasping at straws!

41. Concept Review Goal • To review the concept ‘Navigation’ for depth purpose and relevance

42. Ensuring Depth • Does how concept have relevance for our students? • How does it a respond to our student data….strengths / weaknesses/ gaps? • How is student voice evident • What are the inter-concept connections

43. Reflect-Review- Revise- Renew • How do we know what’s working? • How can we ensure authenticity and depth of review? • Do we all share the same understanding of mapping the concept?

44. Links http://helixconsulting.wikispaces.com/Conferences+and+Presentations https://www.facebook.com/pages/Helix-Consulting/103183799783005?ref=hl http://www.helix.ac.nz/# Chic Foote Christine Smith Helix Consulting + 64 21832646 chic.foote@helix.ac.nz christine.smith@helix.ac.nz