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Questioning

This activity focuses on developing a habit of mind in students to analyze texts and their own writing through effective question-making. It emphasizes the importance of open-ended and insightful questions, while providing examples of content-specific and audience-oriented questions.

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Questioning

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  1. Questioning Josh Reid, Ph.D.

  2. QUESTIONING:  Students ask questions that facilitate the solution of problems and the pursuit of opportunities.

  3. INtopFORM Summer Workshop 2014 Assessment and Implementation Planning Worksheet Part I: Write each INtopFORM Learning Outcome Using Language Appropriate for your discipline BSC: Students learn how to generate scientific hypotheses about biological phenomenon. SW: Students will engage in inquiring questions to examine different theories. Nurses: Students ask questions facilitating caring for patients and their families, helping them heal and enhancing their lives. Sports Management: Formulate questions that will facilitate the exploring of a client’s needs.

  4. My version from 2013: Students will develop a questioning habit of mind to analyze the texts in the class and their own writing.

  5. “Children enter school as question marks and come out as periods.” -Neil Postman & Charles Weingartner, Teaching as a Subversive Activity

  6. AMNIOCENTESIS What is amniocentesis? What is it used for? Where did it originate? How was it developed? Does it help? Who discovered it? How does it work? Does it hurt? Is it harmful? Does it cost a lot? Should it be used? When is it needed? Is it practical? Is it accurate? Is it safe? Do all women need it? What does it show? What negative effects are associated with it? Why was it developed? What improvements have been made?

  7. In order for students to develop a questioning habit of mind to analyze the texts in the class and their own writing. Question-making must become a core component of course content. Students should feel like their questions matter.

  8. Some Questions are Better Than Others

  9. Some Questions are More Insightful Than Others Open-ended How/Why Process/Multiple Answers/Detailed answers Closed What/When/Who/Where Fact-based/Yes or No/True or False Why do the characters act the way that they do? Why does the story start that way? What effect does it have? Why does the methods section occur where it does? How does it serve the audience? Who are the main characters? What happens in the beginning of the story? What is the second section of a lab report?

  10. AMNIOCENTESIS What is amniocentesis? What is it used for? Where did it originate? How was it developed? Does it help? Who discovered it? How does it work? Does it hurt? Is it harmful? Does it cost a lot? Should it be used? When is it needed? Is it practical? Is it accurate? Is it safe? Do all women need it? What does it show? What negative effects are associated with it? Why was it developed? What improvements have been made?

  11. AMNIOCENTESIS What is amniocentesis? What is it used for? Where did it originate? How was it developed? Does it help? Who discovered it? How does it work? Does it hurt? Is it harmful? Does it cost a lot? Should it be used? When is it needed? Is it practical? Is it accurate? Is it safe? Do all women need it? What does it show? What negative effects are associated with it? Why was it developed? What improvements have been made?

  12. Questions: Content-Specific Seeking Meaning Important themes/movements/problems posed as questions Impressionism: How can an artist depict human experience in the age of the photograph and its relentless realism? Milton: How can I reconcile classical Epic with the Bible? • How does the artist use the elements of art (line/shape/color/texture) to express effect/meaning? • What literary terms is the author using in this stanza? Why is he or she using them? To what effect?

  13. Questions: Audience What questions about human cloning might a • Prospective parent • Person with diabetes • Legislator • Member of the clergy • Attorney specializing in children’s rights Ask? *From “Whose Questions?” Teaching Critical Thinking, Dr. William G. Kirkwood For Scream activity, what questions might a • Contemporary viewer • Art conservationist • Investor • Audience living in Munch’s day • Historian • Painter Ask?

  14. Questions: Grading Criteria Content/Organization • Do you have four fully developed sections of the proposal that fulfill the requirements of the assignment? • Does the proposal demonstrate clear strategies of persuasion? • Are your transitions effective between sections and paragraphs and sentences? • Do you utilize topic sentences? • Do you stay focused? • Does your conclusion answer the question, “so what?” • Do you have a clear thesis statement in your introduction on why this project is important enough to deserve funding? • Is your research question clearly articulated in your introduction? • Do you use at least four scholarly secondary sources? • Do you analyze closely at least one primary source and discuss how that research contributes to your hypothesis? Style/Mechanics • Is your style appropriate for your audience? Is it formal without being stilted, accessible without being chatty? • Are your sentences varied in length, structure, and word choices? • Do you write with active verbs? • Are your ideas clearly expressed? Mechanics/Conventions • Is your paper spell-checked? • Is your paper free from reoccurring grammatical errors? • Do you cite your sources correctly (both in-text and on a works cited page)? • Are your sources properly summarized and are quotes from those sources properly integrated? • Do you follow the “formal requirements” for page length, title, header, etc.?

  15. Questions: INtopFormTastic! • SEEKING: Where can I find information/sources to answer this question? How can I test this question? • EVALUATE: Is this source scholarly or popular? Does this source pass the CRAP test? • USING: Where can I place this source in my paper? Which quotes/what data will help support my point here? • RECOGNIZING: Am I citing this source correctly in MLA/APA/Chicago style?

  16. Questions: Writing/Peer Review • What is my argument? Where is my thesis statement? • How does this introduction engage the reader? • Who is my audience? • How does this paragraph support the argument? • How can I connect this paragraph with the previous one? • What is the focus of this paragraph? • How so? • Do I have an example? • Can I come up with an analogy here?

  17. Questions: Study Skills/Metacognition • Brainstorming for lecture: What questions about today’s reading/topic do I hope will be covered for class today? • Brainstorming topics: What text(s) am I most interested in writing about? • Exam Questions: Based on the material covered for today, what is a likely test question for the exam? • Growth Mindset: How can I use my instructor’s feedback to improve for next time? How can I use this grade/error/mistake to grow? • Text Annotation: Why does the writer open the essay this way? What is his/her evidence for this assertion? Why is this sentence so effective? • How do I study? What is my writing process? • Why am I studying this? Why is it important? Why is it important to me?

  18. “Knowledge is produced in response to questions. And new knowledge results from the asking of new questions; quite often new questions about old questions. Here is the point: Once you have learned how to ask questions—relevant and appropriate and substantial questions—you have learned how to learn and no one can keep you from learning whatever you want or need to know.” -Neil Postman & Charles Weingartner, Teaching as a Subversive Activity

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