2 Characteristics of Teachers Who Expect Students to Learn at High Levels High ExpectationsChallenging CurriculumInstruction: High-level QuestioningInstruction: Differentiation and Multiple Intelligences
3 3 Models of Questioning New Bloom’s Taxonomy Ciardello’s Four Types of QuestionsQuality QUESTIONS
10 WIEDERHOLD QUESTION MATRIX EventSituationChoicePersonReasonMeansPresentWhat is?Where / When is?Which is?Who is?Why is?How is?PastWhat did?Where / When did?Which did?Who did?Why did?How did?PossibilityWhat can?Where / When can?Which can?Who can?Why can?How can?ProbabilityWhat would?Where / When would?Which would?Who would?Why would?How would?PredictionWhat will?Where / When will?Which will?Who will?Why will?How will?ImaginationWhat might?Where / When might?Which might?Who might?Why might?How might?
11 Ask Questions That:Stimulate a wide range of student participation from both volunteering and non-volunteering students.Redirect initially asked questions to other students!Probe initial student answers. Encourage them to complete, clarify, expand, or support their answersRequire students to generate questions of their own
12 Results in Student Behaviors When Wait Time is Increased Decrease in “I don’t know responsesLength & accuracy of answers increasesIncrease in volunteered, appropriate responsesIncreased achievement test scores
13 Results in Teacher Behaviors When Wait Time is Increased Questioning strategies became more flexible and variedQuantity of questions asked decreased, while the quality and variety of questions increasedHigher-order, divergent questions were asked more often
14 FINAL TIPS Prepare questions in advance. Design questions that scaffold from easy to hard.Create an environment that is student led. Have students work collaboratively, raise questions, and respond to their peers.