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Using Questioning Strategies The First Step toward Common Core.

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Presentation on theme: "Using Questioning Strategies The First Step toward Common Core."— Presentation transcript:

1 Using Questioning Strategies The First Step toward Common Core

2 Learning Outcomes:  We will review the importance of questioning.  We will understand the classroom structures and routines that support the use of questioning.

3 Why should teachers use questioning?  #1 To Inform Instruction One of the most important reasons to question and then call on random non-volunteers is to collect data. This data will tell teachers if students are understanding the curriculum or if something needs to be explained or modeled in a different way. This information also allows teachers to identify students that may need more individualized help during independent practice (a.k.a Tier 1 intervention). CFU – With a table partner describe a time where you made instructional adjustments based on CFUs that showed students weren’t understanding.

4 Why Questioning?  #2 Build Retention and Understanding When students are questioned with HOQ (Higher Order Questions) and allowed to discuss answers with peers they are building the neuron pathways for retention and deeper understanding of the content. One of the main ideas of the common core is to understand content a deeper level. CFU – Explain to your table partner one reason why higher order questioning might help retention.

5 Why Questioning?  #3 Preparation for Real World Problem Solving HOQ challenge students to use creative thinking and problem solving skills. A student’s ability to adapt their knowledge to different situations presented in HOQ is what prepares them to be successful in college and careers. Also, students need to be able to practice their ability to respond orally to HOQ so that they will be able to do this with ease in college, in interviews, and in their careers. When we deny students this oral language practice, we are failing to support their success in the post secondary world. CFU – With your table partner discuss which of the three reasons for using HOQ is most compelling and why?

6 Classroom Structures and Routines that Support Questioning  1) Establish a culture where students understand that being wrong is part of learning. Students will need to be able to take risks when answering HOQ.  2) Faithfully use a random non-volunteer method to call on students. All students need the opportunity to practice their thinking and oral language skills. *Remember this is data collection; your first assessment of student knowledge. Without this data students may keep making the same errors or may get lost due to lack of initial understanding.* CFU – Share your random non-volunteer method with your table partner and explain why it is the best method for you and your students.

7 Classroom Structures and Routines that Support Questioning  3) Use the instructional norms as the foundation on which you build your questioning strategies: -white boards -pair-share -complete sentences -listen to learn -read/track with me CFU-Share with your table partner the types of questions you ask when you want to check responses on white boards. What are some ways can white boards and pair-share be used together?

8 Classroom Structures and Routines that Support Questioning  4) Assume a student that answers “I don’t know” means “I don’t understand” or “ I am not confident enough to say my answer to the whole class”. Provide this student with the appropriate scaffolding.  5) If you are not confident in with your ability to use HOQ, start off with justifying questions that ask students to explain why they answered the way that they did. Once you and your students are more comfortable with answering these types of questions, add more complex questions. CFU – Share with your table partner some examples of justifying or HOQ questions that you have used with success.

9 From the article “What Was the Question?- Rethinking Questioning” by Esther Fusco  In an elementary classroom, I observed the following dialogue:  Teacher: Why do I ask questions?  Student: So you can check up on us.  Teacher: What do you mean, check up on you?  Student: To see if we are learning anything.  Teacher: Are you saying that when I ask you a question, it’s like my giving you a test or quiz?  Student: Yup.  Teacher: What if I said, "I ask questions to learn from you; I want to know how you are thinking about what we are learning"?  Student: I would have to think about that.  Teacher: Why?  Student: Because I never thought about it that way. I thought you were checking up on whether we were listening to you. I didn’t think you were interested in my thinking.

10 Final CFU  Make a list of the things that you will need to do in order to establish a culture to support questioning during the first weeks of school. Be prepared to share your list.

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