1. Questioning Without strong questioning you are just a passenger on someone else ’ s tour bus. You may be on the highway but someone else is doing the driveway Jamie McKenzie Chic Foote 2008

2. Levels of Questioning Knowledge/Remembering: Retelling, recalling or describing Comprehension/Understanding : Interpreting info Application:Applying knowledge in new situations Synthesis/Analysing: Drawing together info and data in different formats. Developing new understanding Evaluation: Reflecting on process and outcome. Judging or verifying Creating: Invent, Design,Create, Devise

3. Seven Steps of Questioning 1. Label, identify, find 2. Compare, connect, infer 3. Sequence, order, list, classify, pre-summarise (generalise) 4. Decode questions/instructions/directions 5. Encode, answer the question, solve the problem 6. Apply, predict, project 7. Conclude, Re-summarise

4. Seven Steps Question Examples G Hannel Highly Effective Questioning Step 1Step 2Step 3Step 4Step 5Step 6Step 7 Label Identify, Find, Notice Compare, Contrast, Infer List, Sequence, Order, Classify, Integrate, Synthesize Decode, Interpret 1. Read/Listen 2. Interpret 3. Justify Encode, Answer Validate & Justify Apply, Predict Project, Hypothesize Relevancy Resummarise Conclude What do you see as important on the page? What is the relationship between these two things? What are the steps to the problem? What will need in order to complete this task? What is your answer and why? What if …….had never happened? What did we learn? Is there any key information we should know? How are these the same or different? How can we make these into sets or groups? What other ways are there of interpreting this? Why did you make that particular choice? What would you have done? How would you summarise what you have learned? What are the main facts? How do these connect and why? What is the order of events that led to this situation? What else can you tell me about the…… Why is that the right answer? How can we use what we have learned? What conclusion have you reached now?

5. What do we want to know? Student Generated Questions Michael Pohl Investigative - - Generating info about now and then Consequential - Exploring Possible IMPACTS and OUTCOMES Enriching - Require a Critical,Creative, Caring Thinking response

6. Guidelines for Effective Questioning Model and display explicit forms of questioning Ensure that questions clearly include the required skills and focus Plan questions according to the cognitive level that is required Keep an on going record of thinking and learning in the classroom provides rich reference points for facilitating the questions for inquiry? Use QRQ to facilitate deeper level inquiry?

7. Developing Student Questions Michael Pohl Students should develop as many questions as possible to form a resource bank for their inquiry. Steps to decide on those that are the focus/ essential/ core questions for deeper expoloration - Filter - Refine - Redefine

8. Question Maps

9. Identify focus of problem to solve or inquiry Identify key facts Apply a selection of WHO? WHAT? WHEN? WHERE? HOW? WHY? to identify related questions for inquiry Check for relevance Make decisions about inquiry path and select appropriate questions

10. Questioning Stems Provide key words or patterns for questioning at each stage or type of questioning e.g. using blooms Have prompts on cards, charts, class books Model and display these in a range of situations to facilitate the process Identify the level of thinking and or the stage of inquiry this will relate to.

11. Involving Students in Meaningful Questioning Activities Generating Questions that will: Reinforce prior knowledge Add to existing knowledge Investigate impact Discover or suggest possible outcomes Provide critical, creative or caring responses

12. Developing Questions of Depth Teach specific strategies for quality questioning: - Rich questions, - Fertile questions - Essential questions - Open questions - Closed questions - Fat & skinny questions Model Key Step Questions (Michael Pohl) Model the Question Cycle ( Michael Pohl)

13. Question Frames for Problems John Barell Developing More Curious Minds What is the evidence, data? What are our feelings? What are the important facts? How are they related? Consequences? Future Actions? Outcomes/implications? Predictions/effects? New Questions/Conclusions? Related, typical, model, ideal cases? Situations/experiences? How are these cases/situations similar or different? What conclusions can we draw from the comparisons? Patterns evident from the past? History/causes? Assumptions/precedents Why? How do we know?