1. ASKING BETTER QUESTIONS
Sharon Keegan

2. Characteristics of Teachers Who Expect Students to Learn at High Levels
High Expectations
Challenging Curriculum
Instruction: High-level Questioning
Instruction: Differentiation and Multiple Intelligences

3. 3 Models of Questioning New Bloom’s Taxonomy
Ciardello’s Four Types of Questions
Quality QUESTIONS

4. New Bloom’s Taxonomy
OLD NEW

5. Ciardiello’s Four Types of Questions
Question Types
Cognitive Operations
Memory
Naming, defining, identifying
Convergent Thinking
Explaining, comparing, contrasting
Divergent
Thinking
Predicting, hypothesizing, inferring
Evaluative Thinking
Valuing, judging, justifying, choices

6. CIARDIELLO BLOOM Question Types Cognitive Operations Memory
Convergent Thinking
Divergent
Thinking
Evaluative Thinking

7. Characteristics of Good Questioning
Q - quality
U - understanding
E - encourage multiple responses
S - spark new questions
T - thought-provoking
I - individualized
O - ownership shifted to students
N - narrow and broad
S - success building

8. Question Matrix
Chuck Wiederhold designed the Question Matrix in As you proceed through the matrix, the questions become more complex and open-ended. I II
III IV

9. LINKING CIARDIELLO / WIEDERHOLD
Question Types
Memory
Convergent Thinking
Divergent
Thinking
Evaluative Thinking I II
III IV

10. WIEDERHOLD QUESTION MATRIX
Event
Situation
Choice
Person
Reason
Means
Present
What is?
Where / When is?
Which is?
Who is?
Why is?
How is?
Past
What did?
Where / When did?
Which did?
Who did?
Why did?
How did?
Possibility
What can?
Where / When can?
Which can?
Who can?
Why can?
How can?
Probability
What would?
Where / When would?
Which would?
Who would?
Why would?
How would?
Prediction
What will?
Where / When will?
Which will?
Who will?
Why will?
How will?
Imagination
What 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 answers
Require students to generate questions of their own

12. Results in Student Behaviors When Wait Time is Increased
Decrease in “I don’t know responses
Length & accuracy of answers increases
Increase in volunteered, appropriate responses
Increased achievement test scores

13. Results in Teacher Behaviors When Wait Time is Increased
Questioning strategies became more flexible and varied
Quantity of questions asked decreased, while the quality and variety of questions increased
Higher-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.