Planning to Engage Students in Thinking Through Quality Questioning

1. Planningto Engage Students in Thinking Through Quality Questioning Professional Learning, KEDC Facilitated by Beth D. Sattes July 2015 (c) Walsh & Sattes, 2015

2. Essential Question How can we plan for quality questioning in order to promote higher levels of engagement, thinking, and learning? (c) Walsh & Sattes, 2015

3. Focus Areas for Planning • Questions that prompt students to think. • Anticipation of student responses and generation of possible follow-up moves. • Response structures to support thinking and participation by all. • Norms and structures that support a culture for student thinking and learning. (c) Walsh & Sattes, 2015

4. Questioning Is a Process • Questions • Participants(Questioner & Respondents) • Responses(Answers) • Reactions(Feedback & Scaffolding) • Culture(Expectations/Norms & Relationships) (c) Walsh & Sattes, 2015

5. All-too-frequent Pattern of Classroom Questioning • “Low-level” Questions • Many students do not feel response-able for thinking and answering • Students volunteer (or call out) answers • Teacher evaluates student response, answers question, or moves on to another student • Most students are unengaged in process (c) Walsh & Sattes, 2015

6. Quality Questioning is a Process, Not a Program • Integral part of teaching that results in high levels of rigor and learner engagement • Integral part of instructional planning • Requires “re-culturing” to involve students as partners in their own learning • Requires intentionality (c) Walsh & Sattes, 2015

7. 5 Organizing for Work in Collaborative Groups What? Roles and norms for collaborative group work Why? To promote effective group functioning and support learning of all members How? Review roles & responsibilities for group members, p. 5, Activity Packet; assign roles for first activity. Individually, review the group norms. Select the one on which you would like to focus today and tomorrow—to maximize group effectiveness. (c) Walsh & Sattes, 2015

8. 6 What Do I Know and Want to Know About Our Learning Targets? What? Think-Puzzle-Explore (KWL 2.0) Why? To make meaning of identified learning targets, connect to prior knowledge, and stimulate curiosity How? Select the learning target that most interests you, and identify (1) what you think you know about it; (2) questions you have related to it; and (3) how you might explore your questions with colleagues (page 6, Activity Packet). (c) Walsh & Sattes, 2015

9. 33 Debrief Think-Puzzle-Explore • In what ways did Think-Puzzle-Explore engage you in thinking? • This routine has been compared to K-W-L. How does the wording stimulate more learner thinking than K-W-L? • For what purposes might you use this thinking routine (i.e., response structure) with your students? Would you modify it for your students? If so, how? (c) Walsh & Sattes, 2015

10. Personal Commitments • Commit to reflecting on my personal questioning practice. • Commit to working with colleagues to plan questions and response structures • Feel comfortable using the book, Thinking Through Quality Questioning, as a resource in my planning and teaching. (c) Walsh & Sattes, 2015

11. Plan Questions That Prompt Students to Think and Provide Formative Feedback to Teacher and Students (c) Walsh & Sattes, 2015

12. Reasonsfor Questioning “I suggest that there are only two good reasons to ask questions in class: to cause thinking and to provide information to the teacher about what to do next.” —Dylan Wiliam, Embedded Formative Assessment, p. 79 (c) Walsh & Sattes, 2015

13. Quality Questions: Planned to Stimulate Thinking and Engagement Quality Questions are powerful tools for engaging students in thinking. To increase the likelihood that students will think in response to a QQ, teachers need to plan focus questions or pivotal questions that are aligned with standards and student learning targets and that stimulate student thinking.  (c) Walsh & Sattes, 2015

14. 1st Consideration in Planning Questions: Do you plan to engage students throughrecitation or discussion? • Recitation is teacher-directed and teacher-centered • Discussion is more student-directed and student-centered (c) Walsh & Sattes, 2015

15. Recitation • The most common context for classroom questioning. • Teacher asks a question, calls on one student to respond, gives an evaluation of the rightness or wrongness of the answer, and asks another question. • Sometimes called I-R-E…Initiation, Response, Evaluation, or I-R-F. . . Initiation, Response, Feedback (c) Walsh & Sattes, 2015

16. Pattern of Talk in Recitation S T S S (c) Walsh & Sattes, 2015

17. Discussion • Teacher typically poses one open-ended question. Students are challenged to think deeply, listen respectfully to one another, and develop new understandings. • The teacher question provides focus. Student thinking and interactions determine the depth and dimensions of the response. • According to research, discussion appears in classrooms less than 3 percent of the time. (c) Walsh & Sattes, 2015

18. Pattern of Talk in Discussion S T S S (c) Walsh & Sattes, 2015

19. (c) Walsh & Sattes, 2015

20. 7 Comparing the Purposes: Questioning in Discussion and Questioning in Recitation What? Reading and Paired Dialogue Why? To think deeply about the distinguishing purposes of questioning in discussion and of the questions that prompt true discussion How? Stand and connect with a partner from a different table. Individually read and reflect on two charts that compare discussion to recitation. Talk together in response to prompts following each chart. (c) Walsh & Sattes, 2015

21. 7 Purposes of Questioning in: Recitation Discussion To make personal meaning and connect to prior understandings To extend or deepen thinking To listen to understand and appreciate diverse points of view To learn how to disagree in a civil manner To reflect on one’s own and others’ beliefs To develop a life skill important for working in groups • To develop foundational knowledge and skills • To provide drill and practice opportunities • To assess what students know and build individual accountability* • To encourage student self-assessment* • To cue students on what’s important to know • To encourage student (not teacher) talk* *Also appropriate purposes in discussion (c) Walsh & Sattes, 2015

22. 7 Characteristics of Questions in: Recitation Discussion Questions are “true” or authentic questions. Questions are open for discussion, not closed for answer. Questions are at higher cognitive levels. Questions engage students personally and emotionally. Teacher poses one question for discussion; other questions emerge from both students and teacher. • What is in question is whether or not the students know the teacher’s (or “the correct”) answer. • Teacher knows the answers before asking. • Questions are usually at the Remember and Understand levels. • Questions are aligned with standards and learning targets.* • Teacher usually poses many questions. *Also appropriate for questions in discussion (c) Walsh & Sattes, 2015

23. 8-11 Review of Component 3b, Questioning and Discussion Technique What? Here’s What, So What? Now What? Why? Review and analyze description of questioning and discussion technique (3b) from the Kentucky Framework for Teaching How? Following directions on page 8 of the Activity Packet, individually and silently read pp. 9-11 to identify the practices/skills that you and your students most need to develop. (c) Walsh & Sattes, 2015

24. 11 KY Framework for Teaching—3BQuestioning & Discussion Techniques (c) Walsh & Sattes, 2015

25. 12-13 What are the characteristics of a quality question?Compare, Contrast, Speculate, Share • Stand and find a partner in your grade level and/or discipline. Select 2 of the six pairs of questions on pages 12-13 of the Activity Packet to analyze and discuss. • Speculate about why the revised questions in your selected pairs are improvements on the original questions, identifying as many potential reasons as you can. Jot these down. • Be ready to share with others. (c) Walsh & Sattes, 2015

26. Five Dimensions of Quality Questions • Content Focus • Instructional Purpose • Cognitive Level • Appropriateness to Context • Wording/Syntax See Fig. 2.2, pp. 19-20, TTQQ (c) Walsh & Sattes, 2015

27. 14-15 1. Content Focus • Aligned with desired learning outcomes? (Rigor) • Promotes identified KCAS • Relates to identified student learning target(s) • Addresses student needs, interests, and experiences? (Relevance) • Within students’ zone of proximal development • Related to real-world experiences, when appropriate • Connected to prior learning in subject under study, to other subjects, or to out-of-school learning? (Relationships) (c) Walsh & Sattes, 2015

28. Consider the Type of Knowledge Embedded in Standard (Rigor) Knowledge Dimension of Revised Bloom • Factual Knowledge • Conceptual Knowledge • Procedural Knowledge • Metacognitive Knowledge (p. 22, TTQQ) (c) Walsh & Sattes, 2015

29. Taxonomy Table, Revised Bloom Cognitive Process Dimension Remember Understand Apply Analyze Evaluate Create (c) Walsh & Sattes, 2015

30. Consider the Interconnectedness of Knowledge Across Students’ Experiences(Relevance & Relationships) Christenberry’s Questioning Circles, p. 24, TTQQ (c) Walsh & Sattes, 2015

31. 2. Instructional Purpose • Consider current stage in the learning cycle. • Think about the type of question that will promote the identified instructional purpose. • Decide whether recitation or discussion best matches the purpose. (c) Walsh & Sattes, 2015

32. Stage in Learning Cycle • Introductory/Beginning—The purpose is to afford students the opportunity to connect with identified content and skills and to assess readiness and background knowledge. • Developing—The purpose is to check for understanding at identified points in the learning progression and to scaffold students’ mastery of identified knowledge and skills. • Extending—The purpose is to deepen student understanding of content and to afford opportunities for them to integrate new knowledge into their mental frameworks. (c) Walsh & Sattes, 2015

33. Types of Questions with Associated Instructional Function √ Essential Question (integrating unit or lesson of study) √Hook Question(motivating/engaging) √ Diagnostic Question(activating prior knowledge/ conceptions) √ Check for Understanding(formative assessment) √ Probing/scaffolding(getting behind student thinking; assisting in concept development) √ Inference Question(drawing conclusions) √ Interpretation Question(inviting analysis) √ Transfer Question(using in novel settings) √ Predictive Question(strengthening cause & effect thinking) √ Reflective Question(supporting metacognitive thinking) (c) Walsh & Sattes, 2015

34. 16 What’s the Purpose? What? Review Functions of Questions, Reflect on Practice, and Share with Colleagues Why?To think about the purposes for which I and my colleagues ask questions and to consider how we might use a resource to support our thinking about instructional purpose How?Individual assessment; sharing with colleagues (p. 16, Activity Packet) (c) Walsh & Sattes, 2015

35. 17 Component 3d. Using Assessment in Instruction • Which of these question types might be used to assess student understanding? • Say Something: Find a partner. Read paragraph 3, page 17. Say something to your partner about how you use questioning to assess student performance. Listen to your partner share. (c) Walsh & Sattes, 2015

36. 3. Cognitive Level “Learning is a consequence of thinking.” David Perkins, Smart Schools . . . . . . . . . . . . . . . . . . . . . . . . Remembering is a consequence of processing information—making personal meaning, making connections to what one already knows, transferring learning to a new setting, and so forth. (c) Walsh & Sattes, 2015

37. Taxonomy Table, Revised Bloom Cognitive Process Dimension Remember Understand Apply Analyze Evaluate Create (c) Walsh & Sattes, 2015

38. 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create Cognitive Process Dimension See pp. 35-37, Chapter 2, TTQQ (c) Walsh & Sattes, 2015

39. 18-19 Cognitive Dimensions of Revised Bloom Taxonomy What?Jigsaw Cooperative Learning Why?Deepen understanding of six levels of the Revised Bloom Taxonomy by learning about and teaching one; strengthen shared understanding of the kind of thinking required at each cognitive level How? Use Jigsaw Cooperative Learning as outlined on activity sheet, pages 18-19 of the Activity Packet. (c) Walsh & Sattes, 2015

40. Assignments for Jigsaw #1 = Remember #2 = Understand #3 = Apply #4 = Analyze #5 = Evaluate #6 = Create (c) Walsh & Sattes, 2015

41. Identifying Cognitive Levels of Expected Responses to Questions What? Numbered Heads Together Why?To review the cognitive levels of the Revised Bloom’s Taxonomy by naming the level of thinking required to answer a question. How?When a question is presented, talk together in your groups about what level of thinking is required to correctly answer the question. (c) Walsh & Sattes, 2015

42. Numbered Heads Together At what level of cognition would a student need to think to answer this question? When did Kentucky become a state? (c) Walsh & Sattes, 2015

43. Numbered Heads Together At what level of cognition would a student need to think to answer this question? The Smith family has three children. Their average age is 7. What might be the ages of the children? Be ready to defend your answer. (c) Walsh & Sattes, 2015

44. Numbered Heads Together At what level of cognition would a student need to think to answer this question? What is one way that the two characters in the book are different? Find a passage in the text to validate your answer. (c) Walsh & Sattes, 2015

45. Debrief Numbered Heads Together • In what ways did Numbered Heads Together engage you in thinking? • To what extent did this response structure support your learning? • For what purposes might you use this thinking routine (i.e., response structure) with your students? (c) Walsh & Sattes, 2015

46. 16 4. Social Context • Whole Group • Pairs • Collaborative Groups • Individuals • Project-Based Learning (c) Walsh & Sattes, 2015

47. 20 Component 3C: Engaging Students in Learning Read the first paragraph in component C. Speculate how the process of questioning contributes to student engagement. Write down three ideas on an index card. Await directions for “Give One/Get One” to share with others. (c) Walsh & Sattes, 2015

48. How will I involve all students in forming a response to all questions? • Teacher-led, whole class • Random • Intentional matching of student with question • Whole-class response, e.g. signals, work samples, choral responses • Pairs • Think-(Write)-Pair-Share • Say Something • Turn and Talk (c) Walsh & Sattes, 2015

49. How will I involve all students in forming a response to all questions? • Collaborative Groups • Cooperative Learning, e.g., Jigsaw • Text-based protocols (e.g., National School Reform Faculty) • Synectics • Individual Reflection and Response • Free-Writes • Exit Slips (c) Walsh & Sattes, 2015

50. Changing the Context • ORIGINAL: According to Newton’s theory, what is the relationship between force, matter and energy? (question to be posed to whole class with one student selected to respond) • REVISED: Individually and silently reflect on the following question—recording your thoughts in words or graphically: According to Newton’s theory, what is the relationship between force, matter, and energy? Now turn and share your ideas with your partner and listen to your partner’s ideas. (c) Walsh & Sattes, 2015