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Teaching Thinking Through Effective Questioning

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Teaching Thinking Through Effective Questioning

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    1. Teaching Thinking Through Effective Questioning Melisa Hancock Dr. David Allen

    2. “Whose Line Is It Anyway?” History and Context Round 1-Count Questions Round 2-Higher Level Questions Round 3-Planned Questions

    3. Discussion (Share Observed Patterns) 32 classroom observations 611 questions asked 80% of the questions closed-ended questions requiring little student thought or input (450/611) 11% asked students to analyze content/topic (64/611) 6% required students to synthesize information and generate new ideas (36/611) 3% asked students to evaluate the topic or idea (21) Important Note—These teachers were using a “Standards-Based Curriculum” and they knew they were going to be observed. They were asked to teach an inquiry-based lesson. “Whose Line Is It Anyway?”

    4. Who do we think of when we think of “types” of questioning? Blooms has been widely used as a means of training teachers in questioning processes………………………….we are not going to preach to you about Blooms, but it establishes a rationale for the learning experience you will engage in today. Turn to elbow partner………..think pair share It has been widely used, but it has its limitations. ASK: What is at the basic level of the taxonomy? Then: explain the thinking at this level and give examples of some key words and questions at this level. Do all levels this way. THEN: ask participants what level they would place this questions What were the causes of the Civil War? (Analysis) Based on the words in this question we typically categorize this question as an analysis one. However, we CANNOT really say children are THINKING at this level because if they heard the response before they are thinking simply at the knowledge level. To determine the level of the student’s response requires additional follow-up questioning. This is a major limitation of Bloom’s Taxonomy and today we address how to determine at what level students are truly thinking and the types of questions to promote their thinking. Review McTighe and Wiggins Facets of Understanding.Blooms has been widely used as a means of training teachers in questioning processes………………………….we are not going to preach to you about Blooms, but it establishes a rationale for the learning experience you will engage in today. Turn to elbow partner………..think pair share It has been widely used, but it has its limitations. ASK: What is at the basic level of the taxonomy? Then: explain the thinking at this level and give examples of some key words and questions at this level. Do all levels this way. THEN: ask participants what level they would place this questions What were the causes of the Civil War? (Analysis) Based on the words in this question we typically categorize this question as an analysis one. However, we CANNOT really say children are THINKING at this level because if they heard the response before they are thinking simply at the knowledge level. To determine the level of the student’s response requires additional follow-up questioning. This is a major limitation of Bloom’s Taxonomy and today we address how to determine at what level students are truly thinking and the types of questions to promote their thinking. Review McTighe and Wiggins Facets of Understanding.

    5. Taxonomies and Questioning Systems Bloom’s Taxonomy McTighe & Wiggins Six Facets of Understanding Stein and Smith’s Cognitive Levels McTighe and Wiggins: First three facets represent kinds of performance one with understanding can do………..the latter three speak more to the types of insights one with understanding has. The six facets reflect different connotations of understanding; yet a complete and mature understanding involves, more or less, the full development of all six. Finally, have participants highlight two terms in Aschner-Gallagher’s Questioning System: Convergent and Divergent: Ask them to explain what there terms mean, and which one occurs most frequently in schools and why? Then give them a simple math problem to solve and ask for their answers. Go to the next slide – 12 thinking skills categorized in four questioning processes.McTighe and Wiggins: First three facets represent kinds of performance one with understanding can do………..the latter three speak more to the types of insights one with understanding has. The six facets reflect different connotations of understanding; yet a complete and mature understanding involves, more or less, the full development of all six. Finally, have participants highlight two terms in Aschner-Gallagher’s Questioning System: Convergent and Divergent: Ask them to explain what there terms mean, and which one occurs most frequently in schools and why? Then give them a simple math problem to solve and ask for their answers. Go to the next slide – 12 thinking skills categorized in four questioning processes.

    6. Why do you ask questions? 47% managerial 43% informational 10% higher-order National Educational Service Share Lesson Study information David share research at OgdenShare Lesson Study information David share research at Ogden

    7. Group Task In a group of five, generate a list of the characteristics of a good question and provide an example at your grade level.

    8. What Are Good Questions? illicit thinking promote sense making are open-ended unravel student’s misconceptions require application of facts and procedures but encourage students to make connections and generalizations are accessible to all students lead students to wonder more about a topic and to perhaps construct new questions Good questions require more than remembering a fact or reproducing a skill. Good questions allow students to learn by answering the questions, and the teacher to learn about each student from the attempt. There may be several acceptable answers. Good questions require more than remembering a fact or reproducing a skill. Good questions allow students to learn by answering the questions, and the teacher to learn about each student from the attempt. There may be several acceptable answers.

    9. Good Questions Elicit Thinking In NCTM’s Principles of Standards for School Mathematics, teachers are encouraged to develop instructional programs that enable ALL students to “make and investigate mathematical conjectures” and “communicate their mathematical thinking coherently and clearly.”

    10. Effective Questioning To be an effective questioner, it is better to use the student’s response to guide your next question than to use your question to guide the student’s response. Article on funneling and focusing Share DiscussArticle on funneling and focusing Share Discuss

    11. How Are Good Questions Created? When we think about questions that we might ask our students, it is helpful to consider these issues: the goals of the lesson the misconceptions students may have the connections we’d like students to make between lesson goals and previously covered concepts and/or procedures assessment of understanding Good questions lead to answers that require more than a focus on memorized procedures or formulas

    12. What You Ask . . Is What You Get! Good questions can be used as the basis for an entire lesson that stands alone or as part of a unit of work. It is important to PLAN the questions in advance. Of course you don’t always know how the lesson will proceed……..but if you think through questions ahead of time, misconceptions etc. difficulties students may have……………..you will have a much better idea of HOW the lesson will progress and in WHAT direction.Of course you don’t always know how the lesson will proceed……..but if you think through questions ahead of time, misconceptions etc. difficulties students may have……………..you will have a much better idea of HOW the lesson will progress and in WHAT direction.

    13. How To Create Good Questions Method 1 - Working Backward: Step 1: Identify a topic or lesson Step 2: Think of a closed question and write down the answer. Step 3: Make up a question that includes (or addresses) the answer.

    14. Method 1- Example Step 1 Topic – Averages Step 2 Closed question: The children in the Hancock family are aged 27, 39, 45, 51, 33. What is their average age? (39) Step 3 Good Question: There are five children in a family. Their average is 39. How old might the children be?

    15. Method 2-Adapting a Standard Question Step 1: Identify a topic Step 2: Think of a standard question Step 3: Adapt it to make a good question

    16. Method 2-Example Step 1: Topic for tomorrow is area of a circle. Step 2: A typical exercise might be: The Area of a Circle is equal to pi times the square of the radius. (A=pr2) Find the Area of a Circle with a radius of 2 feet. Step 3: Develop the concept of a radius square. Use a radius square to determine the approximate number of radius squares that it will take to cover the circle. TASK using tradition lessons Share outTASK using tradition lessons Share out

    17. “What You ASK . . Is What You Get!!! Using a traditional content lesson or topic, write 2-3 questions for the lesson that require students to do more than remember a technique or fact. Questions need to be meaningful and challenging. Allow for different strategies and approaches to be used in reaching a solution(s). Require justification, explanation of solution(s). Require skills (e.g. arithmetic) to be applied in a subtle way. May involve drawing, manipulatives, or other tools.

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