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Questioning Smarts: skills and processes for deepening understanding
C. Koechlin Questioning.2009 1
OTF Teacher Librarian Camp‘09
Carol [email protected]
Why is questioning Important? How do we build curiosity and wonder? How do we teach students to question
effectively? How does questioning build
understanding? How does questioning support 21st
Century Learning
C. Koechlin Questioning.2009 2
C. Koechlin Questioning 2009 3
Questioning is Cross CurricularQuestioning is Cross Curricular reading writing thinking communicating research evaluating and goal setting
Questioning is key to understandingQuestioning is key to understanding
What an important task we have ….to create learning that compels our students past twilight, imbued with a feeling of investigating something enormous!
Debbie Abilock Knowledge Quest 2004
C. Koechlin Questioning 2009 4
C. Koechlin Questioning 2009 5
Why must I find answers to already answered questions when I have questions that have not yet been answered?
Teacher Presenter Scientist Doctor Auto mechanic Lawyer Accountant Nurse Reporter Etc.
What kinds of questions do they ask? Information/factual Research/probing Provocative/irreverent Challenging Reflective Motivational/inventive Divergent Etc.
C. Koechlin Questioning.2009 6
Establish a Community of Learners Teach observation skills Invite, value and celebrate questions Work on awareness Model effective questioning Teach questioning strategies Create a desire to know
C. Koechlin Questioning.2009 7
20 Questions Jeopardy Trivia Are you Smarter than a
Fifth Grader?
C. Koechlin Questioning.2009 8
You never really know what’s going to happen when you play.
Play is its own reward, its own reason for being.
Steps in play Anticipation Surprise Pleasure Understanding Strength Poise
Scott Eberle Historian of Play
C. Koechlin Questioning.2009 9
A student volunteers to be on the hot seat.
Peers question the student who is in role as a character.
Students continue questioning for about 5 minutes to clarify the personality, opinions, attitudes, history of the character in role.
Group then plans a freeze frame to dramatize a moment in time for some period in the character's life.
C. Koechlin Questioning.2009 10
Motivate and challenge with the unknown or the perplexing artifacts both real and virtual historical photos, cartoons, posters quotations film clips discrepant events
Puzzle them First: Motivating Adolescent Readers with Question-Finding By A. V. Ciardiello
C. Koechlin Questioning.2009 11
C. Koechlin Questioning.2009 12
1. What is happening in this picture?
2. What might have happened just
before this picture?
3. Whom do you see in the picture?
4. Who is not here who may be involved? Why?
5. What visual techniques have been used? (camera angle, shadows,etc)
6. How do the visual techniques help you understand the information or tell the message?
7. What does this picture remind you of?
8. How does this picture make you feel?
Toronto Star Ask Why Campaign
Students develop three levels of questions.
On the line Between the line Beyond the line
C. Koechlin Questioning.2009 13
Cellphone microscope allows remote lab tests For ‘A’ Students in Some Brooklyn Schools, a
Cellphone and 130 Free Minutes Experts Revive Debate Over Cellphones and
Cancer Drivers and Legislators Dismiss Cellphone
Risks The I-Hate-My-Cellphone Film Festival by
David Pogue
C. Koechlin Questioning.2009 14
Isn’t thinking enough? Unfortunately much
thinking is done in an unquestioning manner.
Isn’t thinking and questioning part and parcel of the same whole?
Questioning infuses the thinking with purpose.
C. Koechlin Questioning.2009 15
White Hat - facts and details Yellow Hat – optimistic, positive and
logical Red Hat – intuitive, emotions and
feelings Green Hat – new ideas and
imagination Black Hat – caution and judgment Blue Hat – metacognition, reflection,
big ideas
Edward de Bono 1985
C. Koechlin Questioning.2009 16
C. Koechlin Questioning.2009 17
White hat –How much does it cost to purchase software to catch em?
Yellow Hat –How can plagiarism be turned into a positive learning experience?
Red Hat -Why are kids so irresponsible?
Blue Hat - Why do kids plagiarize?
Black Hat- Who is to blame?
Green Hat -How are web2.0 environments changing our understanding of copyright?
C. Koechlin Questioning.2009 18
The best way to ensure that students’ work is original thinking is to enable them to develop their own focus with good inquiry questions.
C. Koechlin Questioning.2009 19
Read What You Need Talk to the Text Think SMART as you read...
Connect Question Infer Reflect Picture Summarize Make comparisons
C. Koechlin Questioning.2009 20
What do you think you know?
What do you want to find out?
Where can you get more information?
What keywords will help you with searches?
Carol Koechlin 2009
No other tool will help the Internet reader as much as the right question, asked at the right time and in the right way. Intelligent readers of the Internet begin by asking questions even before they log on, and they continue to ask questions during their search. By asking questions repeatedly and deliberately, students become thoughtful readers, developing "habits of mind" that they can then generalize to other situations or tasks (Costa & Kallick, 2000). http://www.i-learnt.com/Thinking_Habits_Mind.html
C. Koechlin Questioning.2009 22
Source 1 Source 2
Who
What
When
Where
Why
How
Which
C. Koechlin Questioning.2009 23
Accuracy
Authority
Bias
Currency
Purpose
Context
Origin
Content
C. Koechlin Questioning.2009
Highlight and Share the Web!http://www.diigo.com/
24
Research seems to be far more difficult to conduct in the digital age than it did in previous times.
The Information School, University of Washington February 2009
By Alison J. Head, Ph.D. And Michael B. Eisenberg, Ph.D.
C. Koechlin Questioning.2009 25
C. Koechlin Questioning.2009 26
Ban those Bird UnitsBan those Bird Units and Beyond Bird UnitsBeyond Bird Units Loertscher Koechlin and Zwaan
C. Koechlin Questioning 2009 27
Advertising is legalized lying.
H.G.Wells
Advertising is the greatest art form of the twentieth century.
Marshall McCluhan
Essential Question:
How does advertising impact on our society?
C. Koechlin Questioning 2009 28
C. Koechlin Questioning 2009 29
What is it all about? Think about media type, genre, meaning, ideologies,
values, narrative, and commodity
Who is the target? Think about culture, gender, race, age, skills, use,
pleasure, choices, needs
How was it created? Think about technology, economics,
ownership/control, production, institutions, distributions, ethics, and legality
C. Koechlin Questioning 2009 30
is did can would will might
Who
What
When
Where
How
Why
Which
C. Koechlin Questioning.2009 31
Questioning elevates the quality of research projects and student understanding.
Research without questions invites “cut and paste”.
Questioning invites original thought.
C. Koechlin Questioning.2009 32
C. Koechlin Questioning 2009 33
If you are looking for just the facts build simple questions.
Where do we see advertising? What kinds of advertising are there? Who creates advertising? What strategies and techniques do
advertisers use? What does advertising cost? Who pays?
C. Koechlin Questioning 2009 34
If you want to uncover understanding build powerful research questions.
How does money spent on advertising relate to sales?
Which advertising strategies are most effective with teens?
How has advertising changed over time? What is the relationship between children’s
advertising and purchasing trends? How does advertising affect our definition of needs
and wants?
C. Koechlin Questioning 2009 35
Statements of purpose are also good research guides
Study the role advertising plays in our economy. Examine and analyze advertising on billboards for
types of product and messages. Compare advertising for men and women Compare advertising in different magazines. Investigate if there is a correlation between
advertising and obesity.
What are you really curious about? Why do you want to explore this topic? What do you know already? What do you need/want to find out? How will you make sense of the data you discover? Who will your audience be? What do you want your audience to understand
about your research? How will you share your new learning?
C. Koechlin Questioning.2009 36
C. Koechlin Questioning 2009 37
Create a desire to know Build background knowledge Make connections Provide time to experiment with questions Conference with students Create contracts Assess the effectiveness of the questions
Reflections Learning logs Preparing for tests Interviews and surveys Conferencing with peers Self assessment Goal setting
C. Koechlin Questioning.2009 38
Pathfinders Guided Tours Scavenger Hunts Virtual Tours Interactive Video
Conferencing On-Line Projects Blogs Wikis Web Quests
C. Koechlin Questioning.2009 39
C. Koechlin Questioning.2009 40
C. Koechlin Questioning.2009 41
Capture the hype of social networking and at the same time ensure that when students are working in the Web 2.0 environment that they are engaged in high THINK activities as they read write. The potential of this collaborative space for knowledge building is just being explored by educators.
Read Think WriteRead Think Write
Carol Koechlin 2009
Questions are the answer to building knowledge and understanding.
Learners QUESTION in the library!
Learners THINK in the library!
THANK YOUTHANK YOU
42C. Koechlin Questioning.2009