Thinking Through Quality Questioning

1. Thinking Through Quality Questioning Facilitated by Trisha Carroll, KEDC Instructional Consultant/Director Social Studies Network May 2, 2014 Slides and Content from: TTQQ – Jackie Walsh & Beth Sattes

2. Essential Question (c) Walsh & Sattes, 2013 How can quality questioning enhance teacher and student thinking and learning?

3. Learning Targets (c) Walsh & Sattes, 2013 1. To explore the connections between classroom questioning and student thinking and learning 2. To understand the characteristics of questions that activate student thinking and learning

4. What Do I Know and Want to Know About the Learning Targets? (c) Walsh & Sattes, 2013 What? Think-Puzzle-Explore Why? To make meaning of the learning targets, connect to prior knowledge, and stimulate curiosity about the topic under study How? Select one of the learning targets, identify what you think you know and any questions you have about it. (page 7, Activity Packet)

5. What is our understanding of thinking?

6. What is Thinking? What do we mean when we say, “Students should be engaged in higher level thinking”? (c) Walsh & Sattes, 2013 • Think is the 12th most used verb in the English language…but how well do we understand what it means? --Making Thinking Visible, p. 5

7. Thinking in the Knowledge Economy: Say Something (c) Walsh & Sattes, 2013 Stand up and find a “thinking partner.” Turn to p. 12 in your Activity Packet, and read the excerpt from Sawyer related to “Thinking in the Knowledge Economy.” Turn to your partner, and say something about this excerpt. Listen as your partner says something about the passage.

8. Create a Culture for Thinking (c) Walsh & Sattes, 2013

9. Characteristics of Classroom Culture for Thinking and Learning What do you consider to be the characteristics of a classroom culture that nurtures student thinking and learning? (c) Walsh & Sattes, 2013 Turn to an elbow partner to discuss this question…

10. Which of the following visuals is most similar to the classroom culture you envisioned? Select 1. Sea Shore Jungle Flower Garden Ocean Reef (c) Walsh & Sattes, 2013

11. Norms to Create a Culture for Thinking and Learning (c) Walsh & Sattes, 2013 Classroom Norms • Purposes of Questioning • Wait Times • Participation Refer to page 15 – Here’s What, So What? Pair Conversation

12. Answering As a Process: How does this connect to your understanding of “thinking?” (c) Walsh & Sattes, 2013

13. Provide Time to Process Wait Time 2 (c) Walsh & Sattes, 2013 The length of time a teacher waits aftera student stops talking in response to a question beforegiving feedback or calling on another student… (Minimum: 3-5 seconds)

14. Responding Matters:Think-Pair-Share (c) Walsh & Sattes, 2013 Responding to questions matters. “So when teachers allow students to choose whether to participate or not . . . they are actually making the achievement gap worse.” —Dylan Wiliam, Embedded Formative Assessment, p. 81

15. Developing Student Response-ability (c) Walsh & Sattes, 2013 • Hold students accountable for formulating responses to questions. • Develop student capacity to ask questions. • Provide opportunities for students to learn collaboratively. • Teach skills of collaborative discussion.

16. Teach Skills of Collaborative Discussion (c) Walsh & Sattes, 2013 • Central to ELA Speaking and Listening Standards • Focus of Kentucky Teacher Evaluation —3B: Questioning and Discussion Techniques

17. ELA Speaking & Listening Standards—Comprehension and Collaboration (c) Walsh & Sattes, 2013 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

18. ELA Speaking & Listening Standards—Comprehension and Collaboration (c) Walsh & Sattes, 2013 • Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. • Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

19. KY Teacher Evaluation—3BQuestioning & Discussion Techniques (c) Walsh & Sattes, 2013

20. Recitation (c) Walsh & Sattes, 2013 Recitation is the most common context for classroom questioning. Typically, the 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. This is also called I-R-E…Initiation, Response, Evaluation Turn to an elbow partner and discuss how this questioning strategy can be a strength and a weakness in your classroom.

21. Discussion (c) Walsh & Sattes, 2013 According to research, discussion appears in classrooms less than 3 percent of the time. In discussion, the 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.

22. Rubric for Assessment of Student Skills for Discussion (c) Walsh & Sattes, 2013 With a partner, review the rubric. • Think together about how this rubric might support student participation in discussion. • Consider how this rubric relates to student and teacher behaviors suggested in the following: • KY Teacher Evaluation—3B – Questioning and Discussion Techniques

23. Frame Quality Questions (c) Walsh & Sattes, 2013 Determine content focus. Consider instructional function. Stipulate expected cognitive level. Match to social context. Polish grammar and word choice.

24. 1. Content Focus (c) Walsh & Sattes, 2013 • Aligned with learning goals? (Rigor) • Promotes identified content standard(s) • Related to identified student learning target • Addresses student needs, interests, and experiences? (Relevance) • Within students’ zone of proximal development • Related to real-world experiences • Connected to other concepts in subject under study or to other subjects? (Relationships)

25. Consider the Type of Knowledge Embedded in Standard (Rigor) (c) Walsh & Sattes, 2013 Knowledge Dimension of Revised Bloom • Factual Knowledge • Conceptual Knowledge • Procedural Knowledge • Metacognitive Knowledge (p. 22, TTQQ)

26. Consider the Interconnectedness of Knowledge Across Students’ Experiences(Relevance & Relationships) Christenberry’s Questioning Circles, p. 24, TTQQ (c) Walsh & Sattes, 2013

27. Purposesfor Questioning (c) Walsh & Sattes, 2013 “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

28. What instructional function is the question intended to further? √ 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, 2013

29. Cognitive Level (c) Walsh & Sattes, 2013 “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.

30. Cognitive Dimensions of Revised Bloom Taxonomy (c) Walsh & Sattes, 2013 What?Jigsaw 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, p. 22

31. Instructional Function (c) Walsh & Sattes, 2013 Check for Understanding(formative assessment): The purpose is to determine if students understand the passage and know how to identify an argument and find evidence in the text to support the argument. (Check for both reading comprehension and text analysis)

32. Analyzing and Editing Questions (c) Walsh & Sattes, 2013 What? Rewriting Questions to Improve Quality Why?To reinforce the characteristics of QQ’s and to think about strategies for improving the quality of an already formulated question How?Facilitator modeling and pair conversation using examples on pp. 27-28 of Activity Packet.

33. How Does the Rewording Improve the Question? (c) Walsh & Sattes, 2013 Original Question: What were the major problems facing the United States that led to the Civil War, and how would life be different today if the southern states had not seceded? Revisions:

34. Strengthen Thinking-to-Learn Behaviors (c) Walsh & Sattes, 2013 • Expect thoughtful responses • Afford time for thinking • Scaffold thinking and responding • Make thinking visible

35. Learning Targets (c) Walsh & Sattes, 2013 1. To explore the connections between classroom questioning and student thinking and learning 2. To understand the characteristics of questions that activate student thinking and learning

36. Essential Question (c) Walsh & Sattes, 2013 How can quality questioning enhance teacher and student thinking and learning?

37. Connect-Extend-Challenge: A Final Thinking Routine (c) Walsh & Sattes, 2013 • Reflect on your learning experience in this session. • Complete the reflection for the session, and leave this in the center of your table as you depart. Thank you for your participation in today’s professional learning session.—Trisha Carroll “Be open to wondering and asking, not just knowing and answering.”