Effective Questioning

1. Effective Questioning Betsy Madison Betsy.madison@grrec.ky.gov Betsymadison.com

2. Please complete the Questioning Anticipation Guide "Good teaching is more a giving of right questions than a giving of right answers." Josef Albers

3. Today’s target for learning: Today we will expand our understanding and use of questioning and discussion techniques to enhance teaching and learning and increase student achievement

4. Habits Are Hard to Break A teacher with 20 years of experience will have asked something like a half a million questions in her career. And when you’ve done something the same way, half a million times, it’s quite difficult to start doing it another way. Wiliam (2003) Questions

5. Questioning Facts • On Average, a teacher asks 400 questions a day (one third of their time) • Most of the questions are answered in less than one second (Hastings, 2003) • 60% recall facts and 20% are procedural (Hattie, 2012) • IRE structure is dominate (Initiate – respond –evaluate) • Most answers are right or wrong

6. Why do we ask questions? • To guide students toward understanding when we introduce material • To push students to do a greater share of the thinking in the classroom • To remediate an error • To stretch students • To check for understanding

7. Questioning and “the Acronyms” KCAS • CHETL FA PGES

8. Effective Questioning and CHETL

9. Questioning in Formative Assessment“All of assessment relates to questioning. In asking students to identify, explain, or demonstrate what they know, the teacher can identify gaps, misinformation, and misuse of knowledge.”Laura Greenstein, 2010

10. 5 Keys to Formative Assessment

11. The Formative Assessment Question Loop Question Aligned with Learning Target Student Response (actual level of student knowledge and skills) The Gap (teacher and student analysis of discrepancy) Feedback for Teacher (modify instruction) Feedback for Student (change learning strategy/correct misconception)

13. To what extent do you intentionally and systematically use questioning to facilitate formative assessment and feedback to support student learning? (Strategy= Think-Pair-Share)

14. Questioning in…PGES • P (Professional) • G (Growth) and • E (Effectiveness) • S (System)

15. Domain 3: Instruction; Component 3b: Questioning and Discussion Techniques • Read Domain #3, Component B • Compare and Contrast the “Accomplished” and “Exemplary” Columns • On a piece of paper, Summarize the difference between the two designations • Match up with a partner • Listen carefully to their summarization of the differences • NOW- as a team create a NEW summary of the difference that is SUPERIOR to your individual answers-Be Prepared to share out. • (Strategy= FSLC: Formulate-Share-Listen-Create)

16. Authentic Discussions~ what does it take? A warm classroom climate- students must feel comfortable talking to each other A physical set up conducive to discussion- students need to see each other Establish criteria for a good discussion- if you want to see if you need to teach it…

17. Listen well and validate questions- expand on them, challenge them, and encourage students to challenge you! • Allow enough time for the discussion and for students to respond. “wait time.” • Warm up the audience: review questions, etc… • Talk Moves

18. I am an extrovert. I find that when I’m with people, I have more thoughts and ideas, more motivation and excitement to write and learn, than when I am in periods of silence. In order to write well, I need conversation. I need other people. When I am silent, I don’t really know what I am thinking. My thoughts swirl around idly and I can’t grab ahold of them. I only know what I’m thinking when someone asks me a question. Tanya Marlow

19. Consider what it takes to move your practice from accomplished to exemplary in the area of questioning and discussion techniquesWrite down one Classroom idea for each element that you can use to move your practice from accomplished to exemplary(Strategy= Give one/Get one)

20. Questioning in… KCAS • 80-90% of the Reading Standards require Text-Dependent analysis. • Text Dependent questions can only be answered by close reading of the text. • Text Dependent questions are not recall questions. They require inference.

21. Text Dependent Questions Text Dependent Non Text Dependent How did Frederick Douglass’ ability to read contribute to his emotional struggle for freedom? Cite examples from the text to support your answers. • How did Frederick Douglass’ ability to read contribute to his emotional struggle for freedom? Cite examples from the text to support your answers.

22. Text Dependent Questions • Sequenced questions guide students’ focus through the text. • Sequence= focus on words and details, logic of author’s argument, central ideas and themes of the text. • Questions guide students to look for patterns within and among text(s).

23. Lexile 950 Grade level Equivalent 5.3 Interest Level 9-12

24. Sequence of Text Dependent Questions • General Understandings • Why would the author title the chapter “Go Away”? • Key Details • Find two places in the text where something could have been done to prevent this tragedy?

25. Vocabulary and Text Structure • How does the chronological structure help you understand the events? • Author’s Purpose • Whose story is most represented and whose story is under-represented?

26. Inferences • Why would Mrs. Brown run lifeboat number 6 with a revolver? • Opinions, arguments, intertextualconections • Compare this book with Ken Marschall’sInside the Titanic. • Give two similarities and two differences. A Night to Remember (Walter Lord) Ch. 10

27. Lexile: 630 Grade level Equivalent: 3.4 Interest Level: Grades 1-3

28. Sequence of Text Dependent Questions From Page 1: General Understandings: The text says, “Grandma looked at the horizon…” Who is talking and telling the story? How do you know? Key Details: By looking at the details in the illustration on the first page, where do you think this story is going to take place? What details from the illustration did you use to decide?

29. Vocabulary and Text Structure: The text says Grandma “drew a deep breath…” Is that DREW like a drawing? What does DREW mean on this page? Author’s Purpose: Why didn’t the author just use an easier word instead of DREW?

30. Inferences: Infer what the author means by adding the words, “all right.” at the end of the sentence, “This is Thunder Cake baking weather, all right.” Why was it necessary to include that? Opinions, arguments, intertextual connections: What does it look like is coming? Why might Grandma announce that so far in advance?

31. Creating Text-Dependent Questions From Martin Luther King’s note to “Letter from Birmingham Jail” “Begun on the margins of the newspaper in which the statement appeared while I was in jail, the letter was continued on scraps of writing paper supplied by a friendly Negro trusty, and concluded on a pad my attorneys were eventually permitted to leave me.”

32. Bloom’s taxonomy of Questions 6 Types of Questions & 3 Levels of Processing

33. Level 1-the lowest level of thinking • Remembering • Understanding • Asks: Who? What? When? Where? • Define….

34. Level 2-asks students to process information and make connections • Applying • Analyzing • Students • Describe • Compare/Contrast • Identify the Main Idea

35. Level 3-requires a higher level of mental operation. • Evaluating • Creating • Students • Think intuitively • Think creatively • Think hypothetically • Ask WHY?

36. Write 3 questions about this picture. One must be from each of the 3 levels Of Bloom’s Taxonomy Level 1: Remembering & Understanding Level 2: Processing & Making Connections Level 3: Evaluating, Creating, Hypothesizing

37. Use the Video Reflection document as you view this clip from Great Britain. Intentional Bloom's Sequence of Questions

38. Use the Video Reflection document as you view this video clip. • Questioning in an Elementary Science Classroom

39. General Rules of Thumb For Effective Questioning

40. Balance Open & Closed Questions

41. “Quality questions create a quality life. Successful people ask better questions, and as a result, they get better answers.” Anthony Robbins • Closed Questions • Open Questions • Imply that teacher has a predetermined correct response in mind • Recall of facts • Simple comprehension where answer has been previously provided • Allow for range of responses • Encourage students to think beyond literal answers • Help teacher to assess student’s understanding of content

42. Strategies for Redeeming Closed Questions • A Range of Answers • A Statement • Right and Wrong • Starting From the Answer/End • Opposing Standpoint

43. One at a Time • Have you ever done this? • “Sarah, how is the rat’s house different from Mrs. Frisby’s and which one do you think she would rather live in?” • Do you want Sarah to compare and contrast specific details OR infer a character’s point of view on an event? • We are more tempted to do this when we are excited or in a hurry. • Consequences: • Students aren’t sure which question to answer. • Students skip the hard question. • Teacher can’t plan follow-up questions.

44. Simple to Complex • Simple questions engage student thinking, and activate memory and opinions. • Simple questions build a fact base students can build on to argue more complex questions. • Correctly answering simple questions builds student confidence and increases the likelihood they will attempt harder questions.

45. The Role of Background Knowledge in Student Success Every child comes to school with a “frame” made of their experiences since birth. • Some students have a frame that looks like garden lattice. • Some students have a skinny little frame.

46. All day long, we throw “dirt clods” at their frames.

47. New Knowledge has to have Prior Knowledge to “stick” to. Which frame will more dirt clods stick to?

48. No Bait and Switch • If you repeat a question, make sure to ask the same question. • Small changes can derail a student— • Why do you think the author wrote this article? • What was the purpose of this article? • Students may have raised their hands because they felt confident in the first question, yet are not prepared for the second question.

49. Clear and Concise • Is it a wrong answer or a wrong question? • Start with a question word • Limit questions to two clauses • Write important questions in advance • Assume the answer

50. Wait Time--Think Time--Write Time--Talk Time • When 3 or more seconds of Wait Time is given… • …the length and correctness of student responses increases. • …the number of “I don’t know” and no answer responses decreases. • …the number of volunteered, correct answers increases.