©2014 Lindamood-Bell Learning Processes Lindamood-Bell ® Professional Learning Community Relevant Questioning Kathryn Winn January 16, 2014 Visualizing and Verbalizing ® Instruction

©2014 Lindamood-Bell Learning Processes Questions That Create Imagery Appropriate questioning creates imagery. Drive the sensory bus to bring imagery to conscious awareness. It is important to subtly change the questions to fit the goal of the lesson. How does your language differ with Picture by Picture compared to Known Noun?

©2014 Lindamood-Bell Learning Processes Questions That Create Imagery Look at the Word Imaging sample dialogue (pg. 107). How can you change the language so that it calls attention to the student’s imagery?

©2014 Lindamood-Bell Learning Processes Relevance Is the Difference Relevant questioning is the essence of good V/V instruction. Relevant questioning does not question too much or too little. Relevant questioning does not spin away from the gestalt. Relevant questioning does not question just to be questioning. Relevant questioning questions just enough, to the point, and sequentially, through a paragraph, toward an imaged gestalt for higher order thinking.

©2014 Lindamood-Bell Learning Processes Good V/V Questioning Driving the sensory bus with your language simply means asking questions that consciously stimulate imagery. Which prompts specifically ask the student to consciously activate imagery? “What do you picture will happen next?” “Tell me about the bird.” “Who is the main character?” “What are you seeing the pilgrim do?” Driving the Sensory Bus

©2014 Lindamood-Bell Learning Processes Good V/V Questioning You may need to give your students choices to image, and some contrast within those choices. Be careful not to emphasize a specific choice with your voice, or to always put the correct choice last (or first). Do not assume imagery for a choice. Once your student picks a choice, ask her to visualize and verbalize it—get detailed imagery! Choice/Contrast; Toward the Gestalt

©2014 Lindamood-Bell Learning Processes Good V/V Questioning When you ask a question and receive a response, use the student’s response as a starting place for your next question. Enables you to meet the student in her imagery, her thinking. This is especially important with error handling. Example: You read, “the crowd hushed as he leapt up to grab the chalked metal bar”; and, the student visualizes the gymnast running to grab the bar. How do you question to the student’s response? Question to the Student’s Response

©2014 Lindamood-Bell Learning Processes Good V/V Questioning The biggest challenge in V/V questioning is asking questions that focus on details which are relevant to the gestalt. Make sure to process the gestalt first by prereading the paragraph. Note the relevant details within the paragraph. Begin questioning to those relevant details. It is helpful to reread to yourself as you go along with your questioning. Relevant Detail and the Gestalt

©2014 Lindamood-Bell Learning Processes Good V/V Questioning Practice questioning to relevant details for the first sentence: “The white and orange striped clown fish live among the poison arms of a sea anemone. They have a gel on their scales that protects them. The anemone are slow movers and must wait for fish to come to them. In return for a safe place to live, the bright orange fish attracts other fish, food for the anemone.” (V/V Stories 3, Level 3) How will you question to relevant details? For which parts should you get detailed imagery? Relevant Detail and the Gestalt

©2014 Lindamood-Bell Learning Processes Relevance Is the Difference Make sure to explicitly develop concept imagery. Choice/contrast questioning can be overused and the student’s imagery is not verified or brought to a conscious level. See example on page 323. Questioning Too Little, Assuming Imagery Page 323

©2014 Lindamood-Bell Learning Processes Relevance Is the Difference Think about the goal of your questioning. Your questioning should have a purpose. It must not drift from one question to another. Monitor to be certain you stay on task. Direct imagery toward your goal. Listen to yourself—picture what the student is picturing. Think and Monitor Page 316

©2014 Lindamood-Bell Learning Processes Relevance Is the Difference Takes the imagery away from the gestalt and your goal. Read about Sam, page 317. Read about little Jasper, page 321. Questioning Too Much, Too Long Page 316

©2014 Lindamood-Bell Learning Processes The quality of your questioning is the difference between concept imagery developing quickly and accurately, and concept imagery remaing weak and unstable. You can do this!