ASKING BETTER QUESTIONS Sharon Keegan

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

New Bloom’s Taxonomy OLD NEW

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

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

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

Question Matrix Chuck Wiederhold designed the Question Matrix in 1991. As you proceed through the matrix, the questions become more complex and open-ended. I II III IV

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

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?

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

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

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

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.