Goals for Class To understand different types of questions to enable students in a range of thinking: --convergent and divergent questions --lower and

Goals for ClassGoals for ClassTo understand different types of questions to To understand different types of questions to enable students in a range of thinking:enable students in a range of thinking:--convergent and divergent questions--convergent and divergent questions

--lower and higher order questions--lower and higher order questions

To learn how to use Revised Bloom Taxonomy to To learn how to use Revised Bloom Taxonomy to design units/lessons and questioningdesign units/lessons and questioning

To learn how to respond to students while To learn how to respond to students while questioning and how to respond to students’ questioning and how to respond to students’ questions.questions.--wait time, positive reinforcers, adjusting and re-focusing, rephrasing--wait time, positive reinforcers, adjusting and re-focusing, rephrasing

RIPTS Standard 5 RIPTS Standard 5 CRITICAL THINKING AND PROBLEM SOLVINGCRITICAL THINKING AND PROBLEM SOLVING

Link to Link to RIPTS Standard 5RIPTS Standard 5 CRITICAL THINKING AND PROBLEM SOLVINGCRITICAL THINKING AND PROBLEM SOLVING

Teachers create instructional opportunities to encourage students’ development Teachers create instructional opportunities to encourage students’ development of critical thinking, problem solving, and performance skills. Teachers...of critical thinking, problem solving, and performance skills. Teachers...

5.15.1 design lessons that extend beyond factual recall and challenge students design lessons that extend beyond factual recall and challenge students to develop higher-level cognitive skills. to develop higher-level cognitive skills.

5.25.2 pose questions that encourage students to view, analyze, and interpret pose questions that encourage students to view, analyze, and interpret ideas from multiple perspectivesideas from multiple perspectives. .

5.35.3 make instructional decisions about when to provide information, when to make instructional decisions about when to provide information, when to clarify, when to pose a question, and when to let a student struggle to try clarify, when to pose a question, and when to let a student struggle to try to solve a problem.to solve a problem.

5.45.4 engage students in generating knowledge, testing hypotheses, and engage students in generating knowledge, testing hypotheses, and exploring methods of inquiry and standards of evidence. exploring methods of inquiry and standards of evidence.

5.55.5 use tasks that engage students in exploration, discovery, and hands-on use tasks that engage students in exploration, discovery, and hands-on activities.activities.

The Art and Science of The Art and Science of QuestioningQuestioning

An essential skill for interactive An essential skill for interactive teaching and learningteaching and learning

The Making of a The Making of a Scientist:Scientist:

Richard FeynmanRichard Feynman

I learned very early I learned very early the difference between the difference between knowing the name of something knowing the name of something and knowing something.and knowing something.

-Richard Feynman-Richard Feynman

Why Is Questioning Important?Why Is Questioning Important?

CAUSES CAUSES LEARNERS TOLEARNERS TO

EXAMPLE OF QUESTIONSEXAMPLE OF QUESTIONS

Think in different waysThink in different ways Convergent (one answer)Convergent (one answer)Which has eight appendages--and octopus or squid?Which has eight appendages--and octopus or squid?

Divergent (many possible answers)Divergent (many possible answers)If you were an aquarium director, which cephalopod would you place in If you were an aquarium director, which cephalopod would you place in the aquarium? Explain your reasons.the aquarium? Explain your reasons.

Test their own ideasTest their own ideas Observe the squid: Are there eight arms or ten Observe the squid: Are there eight arms or ten arms?arms?

Transfer their ideas from Transfer their ideas from one situation to anotherone situation to another

How can you use the same procedure to print a How can you use the same procedure to print a fish?fish?

Discuss words they use to Discuss words they use to describe their ideasdescribe their ideas

What does the word “cephalopod” mean? What What does the word “cephalopod” mean? What is the “pod” of the squid?is the “pod” of the squid?

Extend the range of Extend the range of evidence available to evidence available to learnerslearners

How does a squid move like an inflated balloon How does a squid move like an inflated balloon that is released?that is released?

Explain their ideasExplain their ideas How does a octopus defend itself from How does a octopus defend itself from predators?predators?

Research indicates that questioning Research indicates that questioning is valuable in enabling students to is valuable in enabling students to think in different ways and think in different ways and to develop ways of learning.to develop ways of learning.

- Larry Lowery- Larry Lowery

The art of raising The art of raising challenging questions challenging questions is easily as important as is easily as important as the art of giving clear answers.the art of giving clear answers.

-Jerome Bruner-Jerome Bruner

Blosser’s Types of QuestionsBlosser’s Types of Questions

OpenOpen(Divergent)(Divergent)

-To pre-assess -To pre-assess -To promote -To promote discussion or discussion or student interactionstudent interaction-To cause students -To cause students to think in different to think in different waysways

ClosedClosed(Convergent)(Convergent)

-To assess -To assess retention of retention of informationinformation

-To focus thinking -To focus thinking on a particular on a particular pointpoint

Blosser’s Types of Blosser’s Types of QuestionsQuestions

RhetoricalRhetorical To emphasize a To emphasize a

point or point or reinforce an idea reinforce an idea or statementor statement

ManagerialManagerial To keep the To keep the

classroom classroom operations operations movingmoving

--The squid has ten --The squid has ten appendages, right?appendages, right?--At the last class, I taught --At the last class, I taught the interactive teaching the interactive teaching model called direct model called direct instruction, right?instruction, right?

--Will you turn to --Will you turn to page 115, please?page 115, please?

--Who needs more --Who needs more time to finish the time to finish the drawing?drawing?

The nature of each The nature of each question shapes one’s question shapes one’s

response to it.response to it.

Revised Bloom’s Taxonomy is Revised Bloom’s Taxonomy is used to plan effective used to plan effective

questioning.questioning.Cognitive Processes:Cognitive Processes: CreatingCreating EvaluatingEvaluating AnalyzingAnalyzing ApplyingApplying UnderstandingUnderstanding RememberingRemembering

About Revised Bloom’s TaxonomyAbout Revised Bloom’s Taxonomy What is RBT?What is RBT?

A classification of different ways of A classification of different ways of thinkingthinking

Ways of thinking ranked from lower to Ways of thinking ranked from lower to higher order.higher order.

When was RBT developed?When was RBT developed? Developed in the 1956 by Benjamin Developed in the 1956 by Benjamin

Bloom. For six years in 1990’s Lorin Bloom. For six years in 1990’s Lorin Anderson (former student of Bloom) Anderson (former student of Bloom) revisited the taxonomy and made revisited the taxonomy and made changes.changes.

Original Terms New TermsOriginal Terms New Terms

EvaluationEvaluation

SynthesisSynthesis

AnalysisAnalysis

ApplicationApplication

ComprehensionComprehension

KnowledgeKnowledge

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering

RBT Cognitive Processes With RBT Cognitive Processes With Knowledge DimensionKnowledge Dimension

KNOWLEDGE DIMENSION

Remem-ber

Under-stand

Apply Analyze Evaluate Create

Factual Knowledge

List Sum-

marize

Classify Order Rank Combine

Conceptual Knowledge

Describe Inter-pret

Experi-ment

Explain Assess Plan

Procedural Knowledge

Tabulate Predict Calculate Differ-entiate

Conclude Compose

Meta-Cognitive Knowledge

Appro-priate Use

Execute Construct Achieve Action Actualize

COGNITIVE PROCESSES DIMENSION

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

About Revised Bloom’s TaxonomyAbout Revised Bloom’s Taxonomy

Who uses RBT and why is used?Who uses RBT and why is used? Administrators use RBT for curriculum Administrators use RBT for curriculum

planning.planning. Teachers use RBT for planning Teachers use RBT for planning

instruction: instruction: To improve questioning and student To improve questioning and student

thinking thinking To plan and guide learners through a To plan and guide learners through a

learning experiencelearning experience Planning unit goals and lesson objectivesPlanning unit goals and lesson objectives Designing different types of assessmentDesigning different types of assessment Creating activitiesCreating activities Questioning during instructionQuestioning during instruction

RememberingRememberingThe learner is able to remember information.The learner is able to remember information.

RememberingRemembering RecognizingRecognizing RecallingRecalling

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering

KNOWLEDGE DIMENSION

VERB

Factual Knowledge

List


Describe


Tabulate


Appropriate Use

RememberingRemembering ListList MemorizeMemorize RelateRelate ShowShow LocateLocate DistinguishDistinguish Give exampleGive example ReproduceReproduce QuoteQuote RepeatRepeat LabelLabel RecallRecall KnowKnow GroupGroup ReadRead WriteWrite OutlineOutline

• Group• Listen • Choose• Recite• Review• Quote• Record• Match• Select• Underline• Cite• Sort

Recall or recognition of

specific information

UnderstandingUnderstandingThe learner explains the information or concepts.The learner explains the information or concepts.

InterpretingInterpreting ExemplifyingExemplifying SummarizingSummarizing InferringInferring ParaphrasingParaphrasing ClassifyingClassifying ComparingComparing ExplainingExplaining

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering

KNOWLEDGE DIMENSION

VERB

Factual Knowledge

Summarize


Interpret


Predict


Execute

UnderstandingUnderstanding RestateRestate IdentifyIdentify DiscussDiscuss RetellRetell ResearchResearch AnnotateAnnotate TranslateTranslate Give examplesGive examples ParaphraseParaphrase ReorganizeReorganize AssociateAssociate

• Describe• Report• Recognize• Review• Observe• Outline• Account for• Interpret• Give main idea• Estimate• Define in own words

Understanding of given

information

ApplyingApplying

The learner makes use of information in The learner makes use of information in new ways, in a context different from the new ways, in a context different from the one in which it was learned.one in which it was learned.

ImplementingImplementing Carrying outCarrying out UsingUsing ExecutingExecuting

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering

KNOWLEDGE DIMENSION

VERB

Factual Knowledge

Classify


Experiment


Calculate


Construct

ApplyingApplying TranslateTranslate ManipulateManipulate ExhibitExhibit IllustrateIllustrate CalculateCalculate InterpretInterpret MakeMake PracticePractice ApplyApply OperateOperate InterviewInterview

• Paint• Change• Compute• Sequence• Show• Solve• Collect• Demonstrate• Dramatize• Construct• Use• Adapt• Draw

Using strategies, concepts, principles and theories in new

situations

AnalyzingAnalyzingThe learner distinguishes the different parts.The learner distinguishes the different parts.

ComparingComparing OrganizingOrganizing DeconstructingDeconstructing AttributingAttributing Relating partsRelating parts DifferentiatingDifferentiating

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering

KNOWLEDGE DIMENSION

VERB

Factual Knowledge

Order


Explain


Differentiate


Achieve

AnalyzingAnalyzing DistinguishDistinguish QuestionQuestion AppraiseAppraise ExperimentExperiment InspectInspect ExamineExamine ProbeProbe SeparateSeparate InquireInquire ArrangeArrange InvestigateInvestigate SiftSift ResearchResearch CalculateCalculate CriticizeCriticize

• Compare• Contrast• Survey• Detect• Group• Order• Sequence• Test• Debate• Analyze• Diagram• Relate• Dissect• Categorize• Discriminate

Breaking information down into its component

elements

EvaluatingEvaluatingThe learner defends a concept or idea, makes The learner defends a concept or idea, makes decisions based on in-depth reflection, criticism and decisions based on in-depth reflection, criticism and assessment.assessment. EvaluatingEvaluating CheckingChecking CritiquingCritiquing JudgingJudging

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering

KNOWLEDGE DIMENSION

VERB

Factual Knowledge

Rank


Assess


Conclude


Action

EvaluatingEvaluating JudgeJudge RateRate ValidateValidate PredictPredict AssessAssess ScoreScore ReviseRevise InferInfer DetermineDetermine PrioritizePrioritize Tell whyTell why CompareCompare EvaluateEvaluate DefendDefend SelectSelect MeasureMeasure

• Choose• Conclude• Deduce• Debate• Justify• Recommend• Discriminate• Appraise• Value• Probe• Argue• Decide• Criticize• Rank• Reject

Judging the value of ideas, materials and

methods by developing and applying standards

and criteria.

CreatingCreatingThe learner creates new ideas and The learner creates new ideas and information using what has been previously information using what has been previously learned.learned. HypothesizingHypothesizing GeneratingGenerating PlanningPlanning ProducingProducing InventingInventing

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering

KNOWLEDGE DIMENSION

VERB

Factual Knowledge

Combine


Plan


Compose


Actualize

CreatingCreating ComposeCompose AssembleAssemble OrganizeOrganize InventInvent CompileCompile ForecastForecast DeviseDevise ProposePropose ConstructConstruct PlanPlan PreparePrepare DevelopDevelop OriginateOriginate ImagineImagine GenerateGenerate

• Formulate

• Improve

• Act

• Predict

• Produce

• Blend

• Set up

• Devise

• Concoct

• Compile

Putting together ideas or elements to develop

a original idea or engage in creative

thinking.

Strategies for Strategies for Teaching with Bloom’sTeaching with Bloom’s

Required-OptionalRequired-Optional Label some activities as “required” while others are “optional.”Label some activities as “required” while others are “optional.”

Cognitive Process of the DayCognitive Process of the Day Work on a level of thinking singled out for particular attention Work on a level of thinking singled out for particular attention

(ANALZYING: comparing and contrasting)(ANALZYING: comparing and contrasting) Teach learners to use Bloom’s. Teach learners to use Bloom’s.

Have learners develop their own activities using the taxonomy. Have learners develop their own activities using the taxonomy. Lower Level First, Then Design a higher levelLower Level First, Then Design a higher level

Some learners work through the lower levels and then the Some learners work through the lower levels and then the learners design their own activities at the higher levelslearners design their own activities at the higher levels

Strategies for Strategies for Teaching with Bloom’sTeaching with Bloom’s

Lower Level First, Then Higher Lvel ActivitiesLower Level First, Then Higher Lvel Activities All learners work through the lower level stages and then select at least All learners work through the lower level stages and then select at least

one activity from each of the higher levels.one activity from each of the higher levels. All learners work through first two levels and then select activities from All learners work through first two levels and then select activities from

any other levelany other level Differentiate Instruction. Accommodate Diverse LearnersDifferentiate Instruction. Accommodate Diverse Learners

Some learners work on an activity at a lower level while others work on Some learners work on an activity at a lower level while others work on an activity at higher levelsan activity at higher levels

Select Any Activity or Product at any Level:Select Any Activity or Product at any Level: Create a list of activities and products. Learners select activities from any Create a list of activities and products. Learners select activities from any

level.level.

Questions and Statements Questions and Statements Stems for Stems for RememberingRemembering

What happened after...?What happened after...? How many...?How many...? What is...?What is...? Who was it that...?Who was it that...? Name the ...?Name the ...? Find the definition of…Find the definition of… Describe what happened after…Describe what happened after… Who spoke to...?Who spoke to...? Which is true or false...?Which is true or false...?

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering

Questions and Statements Questions and Statements Stems for Stems for UnderstandingUnderstanding Explain why…Explain why… Write in your own words… Write in your own words… How would you explain…?How would you explain…? Develop a brief outline...?Develop a brief outline...? What do you think could have happened What do you think could have happened

next...?next...? Who do you think...?Who do you think...? What was the main idea...?What was the main idea...? Can you clarify…?Can you clarify…? llustrate…?llustrate…? Does everyone act in the way that.. does?Does everyone act in the way that.. does?

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering

Questions and Statements Questions and Statements Stems for Stems for ApplyingApplying

What is another example where…?What is another example where…? Group by characteristics such as…?Group by characteristics such as…? Which factors would you change if…?Which factors would you change if…? What questions would you ask of…?What questions would you ask of…? From the information given, can you From the information given, can you

develop a set of instructions about…?develop a set of instructions about…?•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering

Questions and Statements Questions and Statements Stems for Stems for AnalyzingAnalyzing

Which events could not have happened?Which events could not have happened? If. ..happened, what might the ending have been?If. ..happened, what might the ending have been? How is...similar to...?How is...similar to...? What do you see as other possible outcomes?What do you see as other possible outcomes? Why did...changes occur?Why did...changes occur? Explain what must have happened when...?Explain what must have happened when...? What are some or the problems of...?What are some or the problems of...? Distinguish between...?Distinguish between...? What were some of the motives behind..?What were some of the motives behind..? What was the turning point?What was the turning point? What was the problem with...?What was the problem with...?

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering

Questions and Statements Questions and Statements Stems for Stems for EvaluatingEvaluating

Which is the better solution to...?Which is the better solution to...? Judge the value of... What do you think about...?Judge the value of... What do you think about...? Defend your position about...?Defend your position about...? Decide: Is a good or bad thing? What are your reasons?Decide: Is a good or bad thing? What are your reasons? How would you have handled...?How would you have handled...? What changes to.. would you recommend?What changes to.. would you recommend? How effective are. ..?How effective are. ..? What are the consequences..?What are the consequences..? What influence will....have on our lives?What influence will....have on our lives? What are the pros and cons of....?What are the pros and cons of....? Why is ....of value? Why is ....of value? What are the alternatives?What are the alternatives? Who will gain & who will lose? Who will gain & who will lose?

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering

Questions and Statements Questions and Statements Stems for Stems for CreatingCreating

Design a...to...?Design a...to...? Create a possible solution to...?Create a possible solution to...? If you had access to all resources, how If you had access to all resources, how

would you deal with...?would you deal with...? Devise your own way to...?Devise your own way to...? What would happen if ...?What would happen if ...? How many ways can you...?How many ways can you...? Create new and unusual uses for...?Create new and unusual uses for...? Develop a proposal which would...?Develop a proposal which would...?

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering

First, work learners through First, work learners through lower level questions.lower level questions.

Why use these questions?Why use these questions? To confirm their knowledge of To confirm their knowledge of

factual and conceptual factual and conceptual knowledgeknowledge

To diagnose their strengths and To diagnose their strengths and weaknessesweaknesses

To review and/or summarize To review and/or summarize knowledge that has been learnedknowledge that has been learned

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering

Then, move learners to Then, move learners to higher level questions.higher level questions.Why? Why?

To help them transform information To help them transform information and gain new meaning and to and gain new meaning and to Reflect and think more deeply and Reflect and think more deeply and

criticallycritically Problem solveProblem solve Extend their thinking when you present Extend their thinking when you present

information, teach a concept, or develop a information, teach a concept, or develop a skill skill

Seek information on their own or think Seek information on their own or think creatively.creatively.

•Creating

•Evaluating

•Analyzing

•Applying

•Understanding

•Remembering

Putting it all together inPutting it all together in Bloom’s BakeryBloom’s Bakery

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy

Click on url. Scroll to bottom for the animation.

The layers of the cake represent the levels of learning with each layer representing increasing complexity. All of the levels of the Revised Bloom's Taxonomy come together to form a complete learning experience just as the animation comes together to form a complete cake.

NOW IT’S YOUR TURN NOW IT’S YOUR TURN

Using Using Bloom’s Revised Taxonomy,Bloom’s Revised Taxonomy, plan instructional objectives, plan instructional objectives, questions/statements and activities questions/statements and activities that cause students to think in that cause students to think in different ways.different ways.

See Handout. Refer to Arends text, pp. 115, 421-423

Make a Bloom’s Chart Make a Bloom’s Chart for your topicfor your topic..

See Handout. Refer to Arends text, pps. 115, 421-423

COGNITIVE COGNITIVE PROCESSPROCESS

LEARNING LEARNING OUTCOMEOUTCOME

QUESTIONS QUESTIONS STATEMENTSSTATEMENTS

RememberingRemembering The learners will be able toThe learners will be able to

UnderstandingUnderstanding The learners will be able toThe learners will be able to

ApplyingApplying The learners will be able toThe learners will be able to

AnalyzingAnalyzing The learners will be able toThe learners will be able to

EvaluatingEvaluating The learners will be able toThe learners will be able to

CreatingCreating The learners will be able toThe learners will be able to

TOPIC:TOPIC:

Example - Bloom’s Chart Example - Bloom’s Chart Delicious SquidDelicious Squid

COGNITIVE COGNITIVE PROCESSPROCESS

LEARNING OUTCOMELEARNING OUTCOME QUESTIONS QUESTIONS STATEMENTSSTATEMENTS

RememberingRemembering The learners will be able to The learners will be able to rememberremember the structures and the structures and functions of a squid.functions of a squid.

Match the structure with Match the structure with the function.the function.

UnderstandingUnderstanding The learners will be able to The learners will be able to explainexplain how a squid defends itself how a squid defends itself from its predator.from its predator.

How does a squid How does a squid defend itself from a defend itself from a predator?predator?

ApplyingApplying The learners will be able to The learners will be able to demonstratedemonstrate how a squid moves how a squid moves using the balloon.using the balloon.

How can you How can you demonstrate how a demonstrate how a squid moves with a squid moves with a balloon? balloon?

AnalyzingAnalyzing The learners will be able to The learners will be able to compare and contrastcompare and contrast a squid an a squid an octopus.octopus.

How is a squid similar How is a squid similar and different from an and different from an octopus?octopus?

EvaluatingEvaluating The learners will be able to The learners will be able to judge judge which cephalopod is best for the which cephalopod is best for the city aquarium.city aquarium.

Decide which is best for Decide which is best for a city aquarium: Squid, a city aquarium: Squid, octopus, cuttlefish, or octopus, cuttlefish, or nautilus.nautilus.

CreatingCreating The learners will be able to The learners will be able to createcreate a new species of cephalopod.a new species of cephalopod.

Create a new species of Create a new species of cephalopod.cephalopod.

Responding to StudentsResponding to Students

• Wait TimeWait Time• Using Positive ReinforcersUsing Positive Reinforcers • Using ProbesUsing Probes• Adjusting and Re-focusingAdjusting and Re-focusing• RephrasingRephrasing• Responding to Students’ Responding to Students’

QuestionsQuestions

Responding to StudentsResponding to Students Wait TimeWait Time

Teacher QuestionTeacher Question Pause (wait time 1)Pause (wait time 1) Student Response Student Response Pause (wait time 2)Pause (wait time 2) Teacher ResponseTeacher Response

See Arends, pp. 418-419

Responding to StudentsResponding to Students Wait TimeWait Time

• Wait Time I (wait several Wait Time I (wait several seconds)seconds)

• Wait Time II (allow other Wait Time II (allow other learners to respond after a learners to respond after a learner responds)learner responds)

Responding to StudentsResponding to StudentsUsing Positive ReinforcersUsing Positive Reinforcers

• Positively reinforce the student by making Positively reinforce the student by making positive statements, nodding, smiling, eye positive statements, nodding, smiling, eye contact.contact.

Superb! You provided excellent reasons!Superb! You provided excellent reasons!

Wow! You really know your facts!Wow! You really know your facts!

Thanks for sharing your great thinkingThanks for sharing your great thinking..

Responding to StudentsResponding to StudentsUsing ProbesUsing Probes

If a student provides a superficial, incomplete If a student provides a superficial, incomplete response, use probing questions to cause the response, use probing questions to cause the student to clarify or extend his/her thinking.student to clarify or extend his/her thinking.

Teacher:Teacher: How does a squid defend itself? How does a squid defend itself?

StudentStudent: A squid uses ink.: A squid uses ink.

TeacherTeacher: Tell me more. How does a squid : Tell me more. How does a squid use the ink to defend itself.use the ink to defend itself.

Responding to StudentsResponding to StudentsAdjusting or Re-focusingAdjusting or Re-focusing

• If a student provides a response that is If a student provides a response that is irrelevant or out of context, ask questions or irrelevant or out of context, ask questions or make statements to cause the student to tie make statements to cause the student to tie the response to the topic.the response to the topic.

TeacherTeacher: What are the squid’s predators?: What are the squid’s predators?

StudentStudent: It eats shrimp and fish.: It eats shrimp and fish.

TeacherTeacher: You’re stating what a squid eats. A : You’re stating what a squid eats. A predator eats a squid. What are predators that eat predator eats a squid. What are predators that eat a squida squid??

Responding to StudentsResponding to StudentsAdjusting or Re-focusingAdjusting or Re-focusing

If a student provides a wrong response, If a student provides a wrong response, don’t dwell on it. don’t dwell on it.

Ask other students to add to the Ask other students to add to the response or provide the right response.response or provide the right response.

What other ideas do you (class) have?What other ideas do you (class) have?oror

Do you agree or disagree? Explain your Do you agree or disagree? Explain your thinking.thinking.

Responding to StudentsResponding to StudentsRephrasingRephrasing

If a student provides a wrong response or no If a student provides a wrong response or no response, don’t tell the student he or she is wrong. response, don’t tell the student he or she is wrong. Reword the question, ask a lower level question, Reword the question, ask a lower level question, and/or provide additional information to guide the and/or provide additional information to guide the student to the right answer.student to the right answer.

TeacherTeacher: How is a squid well-adapted?: How is a squid well-adapted?StudentStudent: No response.: No response.TeacherTeacher: An adaptation is a change in an organism that : An adaptation is a change in an organism that

allows it to live successfully in its environment. Think about allows it to live successfully in its environment. Think about the squid’s body parts. What are the squid’s body parts? the squid’s body parts. What are the squid’s body parts? How are the body parts help it live successfully in the open How are the body parts help it live successfully in the open ocean?ocean?

Responding to Students’ Responding to Students’ QuestionsQuestions

Above all, don’t fake it!Above all, don’t fake it! If a student asks a question and you don’t If a student asks a question and you don’t

know the answer, know the answer, don’t fake it.don’t fake it.

Propose a plan to answer the question. Propose a plan to answer the question. Work with the student(s) to identify Work with the student(s) to identify resources to answer the question.resources to answer the question. How could we answer this question?How could we answer this question?

Volunteer to find the answer yourself.Volunteer to find the answer yourself.

SourcesSources

• Arends, R. Arends, R. Learn to Teach.Learn to Teach. • http://www.kurwongbss.qld.edu.au/thinking/Bloo

m/blooms.htm• http://projects.coe.uga.edu/epltt/index.php?title=

Bloom%27s_Taxonomy

Documents

Goals for Class To understand different types of questions to enable students in a range of thinking: --convergent and divergent questions --lower and