1. Presented by Sydney Gilbey sgilbey@windham.k12.ct.us Jane Cook jcook@eastconn.org

2. As a result of participating in this session, teachers will be able to:  Define why questioning is an effective teaching strategy  Cite research related to questioning  Apply the effective teaching strategy of questioning

4.  Think, Pair, Share – Respond to the following questions:  Have you ever had an experience like that?  How can questioning enhance your teaching?

5. What Does the Research Say? Classroom Instruction That Works, Marzano, et al, 2001, p. 112

6.  Cues and questions should focus on what is important as opposed to what is unusual. Classroom Instruction That Works, Marzano, et al, 2001, p. 113)

7.  “Higher level” questions produce deeper learning than “lower level” questions. Classroom Instruction That Works, Marzano, et al, 2001, p. 113 Do You Remember Bloom’s Taxonomy? In 1956, Benjamin Bloom developed a classification of thinking that is organized by level of complexity from lower order to higher order. “Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some changes, with perhaps the two most prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly rearranging them (Pohl, 2000)

8. http://www.misd.net/secondaryliteracy/SWIFT/BloomsTaxonomyQuestioning.pdf

9.  The taxonomy involves all categories of questions.  Typically a teacher would vary the level of questions within a single lesson.  For examples of question starters, go to: http://www.misd.net/secondaryliteracy/SWI FT/BloomsTaxonomyQuestioning.pdf http://www.misd.net/secondaryliteracy/SWI FT/BloomsTaxonomyQuestioning.pdf

10. Classroom Instruction That Works, Marzano, et al, 2001, p. 114  “Waiting” briefly before accepting responses has the effect of increasing the depth of students’ answers. Madeline Hunter called this “wait time” and said that teachers should count to 10 after asking a question. This gives students time to process the question and think more deeply about the answer.

11. Classroom Instruction That Works, Marzano, et al, 2001, p. 114  Questions are effective learning tools, even when asked before a learning experience. Think about Initiation and Anticipatory Set? Questioning is an effective way to bring students into a lesson and help them focus on what they will be learning.