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Quality Questioning For All Learners

Quality Questioning For All Learners. Kristen Tompkins April 2013. A G OOD QUESTION IS WORTH A THOUSAND THOUGHTS. OBJECTIVES Defining/Importance Of Quality Questioning Formulating Quality Questions Brain Engagement: Input - Output – Process “Follow-On” vs. “Follow-Up”.

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Quality Questioning For All Learners

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  1. Quality Questioning ForAll Learners Kristen Tompkins April 2013

  2. A GOOD QUESTION IS WORTH A THOUSAND THOUGHTS OBJECTIVES • Defining/Importance Of Quality Questioning • Formulating Quality Questions • Brain Engagement: Input - Output – Process • “Follow-On” vs. “Follow-Up” http://www.youtube.com/watch?feature=playerembedded&v=dxPVyieptwA

  3. QUALITY QUESTIONING Focuses on Attention Stimulates Thinking Results in Real Learning Foundational Blocks of: Instruction/Facilitation Learning and Communication Retention/Mastery

  4. QUALITY QUESTIONING COMPONENTS (Walsh & Sattes, 2002)

  5. CURIOUSITY-FUELED ADULT LEARNING, WHERE SPONTANEITY IS ENCOURAGED, CAN BE STRENGTHENED AND OPERATIONALIZED BY FOCUSING ON THE QUESTION…. (Adams, 2010)

  6. QUALITY QUESTIONING IS A LEARNER CENTERED, COLLABORATIVE PROCESS ASKING QUESTIONS: Direct and Explicit Utilize Communication Skills Listening Thinking Understanding Responsive

  7. WHAT IS YOUR AUDIENCE THINKING WITH QUESTIONS LIKE THAT? • LOW • LEVEL Questions: Yes/No Simple Recall Rhetorical Leading Questions Quick Answers Rapid Fire

  8. HIGH LEVEL QUESTIONING TECHNIQUES Thoughtful that PUSH Learning Require CONNECTIONS “Prove” You Know Directed to Small Groups/Partners Sufficient Wait Time Extend Understanding in a New Context Expected vs. Unexpected Response

  9. WORKING TOWARDS QUALITY QUESTIONING Question Levels • Input • Process • Output The Goal: …..Move Between Levels…. …..Utilizing Quality Questioning Methods…. …..Fluidity…. ….Brain Engagement….

  10. QUALITY QUESTIONING = BRAIN ENGAGEMENT OUTPUT PROCESS LENGTH OF TIME INPUT LEVELS OF QUESTIONING

  11. QUALITY QUESTIONING: “FOLLOW ON” PLANNING WHEEL (Di Ranna, 2007)

  12. Quality  Input  Process  Output Low Level  High Level

  13. REFERENCES Adams, M. (2010), Action learning and its application, present and future. Boshyk, Yury, and Dilworth, Lex (Eds.), The practical primacy of questions in action learning (pp. 1-10). Lambertville, New Jersey: Palgrave Macmillan Publishers. Appalachia Educational Laboratory. (2005). The Link (Volume 24, No. 4). Charleston, West Virginia. Appalachia Educational Laboratory. (2004). The Link (Volume 23, No. 2). Charleston, West Virginia. Di Ranna, D. (2006). Questioning strategies: What’s the big idea? Retrieved April 16, 2013, from http://www.wested.org Walsh, J.A., & Sattes, B. (2011). Framework for thinking through quality questioning. In Scott (Ed.), Thinking through quality questioning: Deepening student engagement (pp. 1-13). ThousandOaks, California: Corwin Press, A Sage Publication Company. Walsh, J.A., & Sattes, B. (2005). How can quality questions transform classrooms? Questions to advance thinking, learning, and achievement. In Zucker (Ed.), Quality questioning: Research based practice to engage every learner (pp. 1-21).ThousandOaks, California: Corwin Press, A Sage Publication Company.

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