Chapter 3 Thinking and Questioning: Skills for Meaningful Learning

1. Chapter 3 Thinking and Questioning: Skills for Meaningful Learning Secondary School Teaching: A Guide to Methods and Resources 3rd Edition 2007 Richard D. Kellough and Noreen G. Kellough Pages 82-107

2. Teaching Thinking for Intelligent Behavior • 12 Characteristics of Intelligent Behavior • Genius Curiosity - Wisdom • Playfulness - Inventiveness • Imagination - Vitality • Creativity - Sensitivity • Wonderment - Flexibility - Humor - Joy

3. Methods and Strategies for Teaching Thinking for Intelligent Behavior • Drawing on Knowledge and Applying it the New Situation • Finding Humor • Creating, Imagining, Innovating • Listening with Understanding and Empathy • Managing Impulsivity • Persisting

4. Methods and Strategies for Teaching Thinking for Intelligent Behavior • Remaining Open to Continuous Learning • Responding to Wonderment and Awe • Striving for Accuracy • Taking Responsible Risks • Thinking and Communicating with Clarity and Precision • Thinking about Thinking (Metacognition) • Thinking Interdependently • Using all the Senses • Questioning and Posing Problems • Direct Thinking for Intelligent Behavior

5. Purposes for Using Questioning • To politely give instructions (pg. 85). • To review and remind students of classroom procedures (pg. 86) • To gather information (pg. 86) • To gather student knowledge (pg. 86) • To guide student thinking and learning (pg. 86)

6. Purposes for Using Questioning (continued) • To guide student thinking and learning (pg.86) • Build the curriculum • Develop appreciation • Develop student thinking • Diagnose learning difficulty • Emphasize major points • Encourage students • Establish Rapport

7. Purposes for Using Questioning (continued) • To guide student thinking and learning (pg.86) • Evaluate Learning • Give Practice in Expression • Help students in their metacognition • Help students interpret materials • Help students organize materials • Provide drill and practice

8. Purposes for Using Questioning (continued) • To guide student thinking and learning (pg.86) • Provide Review • Show agreement or disagreement • Show relationships such as cause and effect

9. Questions to Avoid Asking(pg. 87) • Avoid Rhetorical Questions (or any questions that you do not want a response) • Avoid questions with simple responses • Avoid questions that do not promote higher level thinking • “Never deliberately ask questions for the purpose of embarrassing or punishing a student or that in any way deny the student’s dignity” (pg 87).

10. Types of Cognitive Questions(pg.87) • Analytic Question • Clarifying Question • Convergent Thinking Questions • Cueing Questions “Wait Time” • Divergent Thinking Questions • Evaluative Questions • Focus Questions • Probing Questions

11. Socrating Questioning(pg. 88) • Strategy used to lead students with a series of questions which promote students to look at their own ideas and thinking rigorously • Best if used in one-on-one scenario • Difficult to use in “Whole class” setting

12. Levels of Cognitive Questions and Student Thinking pg. 89 • Lowest Level- gathering and recalling information • Intermediate Level- processing information (analyze, classify, compare, contrast, distinguish, explain, cause and effect) • Naïve Theories- challenge a learners preconception

13. Levels of Cognitive Questions and Student Thinking pg. 89 (continued) • Highest Level- Applying and evaluating in new situations (build, synthesize, evaluate, extrapolate, forecast, predict, judge) • Discrepant Events-phenomena that cause cognitive disequalibrium promoting higher level thinking • Cognitive Disequalibrium- when processing new data there is no match for existing mental concepts

14. Guidelines for Using Questioning(pg. 92) • Prepare Questions – questions should be well written, worded and thoughtfully planned. • Implementing Questioning- ask before calling on a student • Avoid overloading students with too much information • Allow students time to think (Wait Time)

15. When using questioning in the classroom remember the following guidelines (pg. 94) • Practice gender equity • Practice calling on students • Giving the same minimum amount of wait time • Require students to raise their hands • Actively involve as many students as possible • Carefully gauge YOUR responses to student’s answers • Be culturally competent • Use strong praise sparingly

16. Using questioning for Real World Problem Solving (pg. 96) • Students need to learn how to: -Recognize the problem -Formulate a question about the problem -Collect data -Arrive at a temporarily acceptable answer to the problem while realizing that new data may dictate a review of a former conclusion. Descriptive vs. Comparative Questions Content Questions vs. Process Questions

17. Conclusion • “Questioning is the cornerstone for intellectual thinking, communication, learning, and real world problem solving” (pg. 107) Using questioning in the classroom is a continually developing process that encourages students to participate in higher level thinking