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21st Century 21st Century Classrooms and Classrooms and
QuestioningQuestioning
Nancy KruegerInstructional Coach Sioux Falls
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Goals for Today
• Why worry about questioning?• How do you plan for
questioning?• What makes a good question?• How could/do you incorporate
questions into your lessons?
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Analytical Thinking-Identifying similarities and differences-Using cues, questions and advance organizers-Planning-Classifying-Prioritizing
Finding and Evaluating Information
-Recognizing need for more information-Developing a strategy to find information-Using multiple sources of information-Determining credibility, reliability, accuracy and relevance
Creating andInnovating
-Originality and inventiveness in work-Developing, implementing and communicating new ideas-Being open and responsive to diverse perspectives-Acting on creative ideas
Communicating-Conveying ideas graphically -Reading with understandingand in writing-Speaking so others understand-Listening actively-Observing critically
Collaborating-Learning cooperatively-Valuing contributions of others-Negotiating and resolving conflict-Guiding others-Working together as a team
Problem Solving-Defining the problem and its variables-Generating and testing hypotheses and predictions-Summarizing and note taking -Determining relationships(e.g. cause-effect, correlation)-Making decisions
Marzano Strategies1.Identifying Similarities and Differences2.Summarizing and Note Taking3.Reinforcing Effort and Providing Recognition4.Homework and Practice5.Nonlinguistic Representations6.Cooperative Learning7.Setting Objectives and Providing Feedback8.Generating and Testing Hypotheses9.Cue, Questions, & Advance Organizers
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Primary Purposes of Questions
• Cultivate interest and ask students to be participants in the classroom experience
• Evaluate students’ level of knowing and preparedness of material given
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Cont.
• Help develop critical thinking skills and learning attitudes that encourage inquiry
• Review previously learned material
• Demonstrate connections to new and previously learned information therefore strengthening those connections
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Cont.
• Help students develop new insights and assess their individual achievements
• Encourage students self study (life long learning)
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Why do we need to look at the kinds of questions that
we ask students?• Teachers' effective use of a
variety of higher-order questions can overcome the brain's natural tendency to limit information. In turn, students' minds can become more open to new ideas and creative mental habits.
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Cont.• Current research indicates that
the use of a variety of higher-order questions in an open-ended and nurturing educational environment strengthens the brain—creating more synapses between nerve cells—just as exercise builds muscle tissue.
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Why do we need to look at the kinds of questions that
we ask students?
Usually questions at the lower levels are appropriate for:
• evaluating students' preparation and comprehension.
• diagnosing students' strengths and weaknesses.
• reviewing and/or summarizing content.
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Cont.Questions at higher levels of the
taxonomy are usually most appropriate for:
• encouraging students to think more deeply and critically.
• problem solving. • encouraging discussions. • stimulating students to seek
information on their own.
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Bloom’s Taxonomy
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Analogy• Red light/On the line – right there
questions. Questions whose answers can be directly answered from given information
• Yellow light/Between the lines – questions that require some inference, but still use the information from the information given
• Green light/Beyond the line – questions prompted by the information but that take the questioner into their own or outside experiences.
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Question Wheel
Handout
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How do we apply higher level questioning/activities to our every
day lessons?
Sort ActivityObjective: The student will write a
compound sentence using conjunctions.
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Objective: The student will write a compound sentence using conjunctions.
Questions and Activities that might follow: Knowledge 1. What is a compound sentence? 2. List the conjunctions that you could use to combine
sentences into a compound sentence. Comprehension 1. What is the difference between a compound and a simple
sentence? 2. Create a compound sentence from two given simple
sentences. Application 1. Write one example of a compound sentence. 2. Use the conjunction "and" to form a compound sentence
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Analysis 1. Identify reasons for using conjunctions to form
compound sentences. 2. Compare the three conjunctions "and", "or", and
"but" and explain the differences between each. Synthesis 1. Write a paragraph that uses each of the three
conjunctions to form a compound sentence. Evaluation 1. Trade paragraphs with a partner and look for 3
compound sentences using "and", "or", and "but". 2. Determine whether or not your partner understands
writing with compound sentences and be prepared to defend your answers.
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Question Cubes
Topic:Environment
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Choose a standard and develop questions at each
level for that standard.
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Website Resources
• http://theliterarylink.com/bloom_questions.html
• http://www.ops.org/reading/blooms_taxonomy.html
• http://www.learnnc.org/lp/media/articles/bloom0405-3/bloompix.html
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How did we do?
• Why worry about questioning?• How do you plan for
questioning?• What makes a good question?• How could/do you incorporate
questions into your lessons?
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Questions??????
(No pun intended!)
