Presentation on theme: "ASKING BETTER QUESTIONS"— Presentation transcript:
1 ASKING BETTER QUESTIONS Rationale-(Share ours)Part of two years of work related to “rigor” and rigorous classroomsRigor rubricAlso related to Common Core– and expectations associated with this initiativeNeed for improvement in Domain 3b (questioning)- SEED – walk through feedback (high level of questioning, engagement, etc.)Presented at Teachers’ Academy, District PD (Oct. 2011) and in several schoolsPresentation is further enhancedMost recently, presented to Academy of Aerospace & Engineering Middle– initial workshop for new staff and follow-up for returning staff(Show Video- Jeff Moore- Rationale)
2 Schema Activator Think-Pair-Share: Review the questions you have collected from teacher observations.Reflect: Which ones do you consider to be “higher level”?Pair & Share: Compare your questions with those of a colleague.In actual workshop with teachers, they examine their own questions and re-write them at the end of the session.
3 Characteristics of Teachers Who Expect Students to Learn at High Levels High ExpectationsChallenging CurriculumInstruction: High-level QuestioningInstruction: Differentiation and Multiple Intelligences
4 4 Models of Questioning New Bloom’s Taxonomy Ciardello’s Four Types of QuestionsQuality QUESTIONSWierderhold Question MatrixThe purpose of reviewing these models is to show different ways that teachers evaluate the level of difficulty of the questions they develop.
5 New Bloom’s Taxonomy OLD NEW Question– Compare the old Bloom’s to the new. How has it changed?How does this affect questioning?New Bloom’s focus on words becoming verbs that show action., which changes the focus of a question.OLD NEW
6 Ciardiello’s Four Types of Questions Question TypesCognitive OperationsMemoryNaming, defining, identifyingConvergent ThinkingExplaining, comparing, contrastingDivergentThinkingPredicting, hypothesizing, inferringEvaluative ThinkingValuing, judging, justifying, choicesShare difference between convergent (have an expected answer) and divergent (open-ended) typesImportant- If you do not pre-plan the questioning, the majority of the questions asked will be convergent.Cognitive Operations- are similar to the types of words seen in the new Bloom’s Taxonomy
7 CIARDIELLO BLOOM Question Types Cognitive Operations Memory Convergent ThinkingDivergentThinkingEvaluative ThinkingShows the comparison between the two methods of questioning
8 Characteristics of Good Questioning Q - qualityU - understandingE - encourage multiple responsesS - spark new questionsT - thought-provokingI - individualizedO - ownership shifted to studentsN - narrow and broadS - success buildingExpectations aligned with Common Core and/or SBACUnderstanding- must be grounded in text; shows understanding of materialEncouraging multiple responses- shifting focus to studentsSparking new questions- fosters student-student dialogue
9 Question MatrixChuck Wiederhold designed the Question Matrix in As you proceed through the matrix, the questions become more complex and open-ended.Main area of focus with teachers because it is easily transferrable to application in the classroom.IIIIIIIV
10 LINKING CIARDIELLO / WIEDERHOLD Question TypesMemoryConvergent ThinkingDivergentThinkingEvaluative ThinkingIIIShows the correlation of the research to the categorizing the level of difficulty of a questionIIIIV
11 WIEDERHOLD QUESTION MATRIX EventSituationChoicePersonReasonMeansPresentWhat is?Where / When is?Which is?Who is?Why is?How is?PastWhat did?Where / When did?Which did?Who did?Why did?How did?PossibilityWhat can?Where / When can?Which can?Who can?Why can?How can?ProbabilityWhat would?Where / When would?Which would?Who would?Why would?How would?PredictionWhat will?Where / When will?Which will?Who will?Why will?How will?ImaginationWhat might?Where / When might?Which might?Who might?Why might?How might?Focus on developing questions from quadrants 3 & 4-- quadrants 1 & 2 help for checking for prior knowledge at start of lesson, scaffolding information, and for differentiationShare color-coded cards and explain purpose –- get students to participate by asking questions in class of the teacher or of their peers-- can also be used during group workRecommendation- Teachers can take the questions from the quadrants 3 & 4 and post them in the room to help them to develop “divergent” questions during the lesson.Students can also be taught to use the same question starters when they interact with one another.
12 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 answersRequire students to generate questions of their ownReinforces messages from Teach Like a Champion:“Cold Call” – establishes that everyone is expected to participate, regardless of whether a hand is raised“Stretch it” – encourages teachers to ask tougher questions of students after a right answer is given.Ratio- Push more and more of the cognitive work onto the students.- batch processing: strategically stepping out of the way
13 Results in Student Behaviors When Wait Time is Increased Decrease in “I don’t know” responsesLength & accuracy of answers increasesIncrease in volunteered, appropriate responsesIncreased achievement test scoresIntroduce slide:Biggest mistake teachers make is by not giving enough wait time for students to respond. When wait time is not long enough, it results in the “ping pong” questioning technique (Teach Like a Champion).Beside asking questions, you have to think about what’s happening between the questions being asked.
14 Results in Teacher Behaviors When Wait Time is Increased Questioning strategies became more flexible and variedQuantity of questions asked decreased, while the quality and variety of questions increasedHigher-order, divergent questions were asked more oftenRefer to handout from Edutopia Blog:“Three Steps for Improving Teacher Questions”** see bolded textStep 1: make connections to Common Core, rigor, etc.Step 2: need to prepare questions in advance is crucial (use cards and posted questions)Step 3: Make sure questions are scaffolded. Refer to handout/template (teacher identifies key concepts in lessons and scaffolds questions accordingly).** Show template and teacher sample from AAE MiddleShow handouts on question types that assist teachers to develop their scaffolded questions (New Blooms, Quality Teacher Questions, Costa’s Levels of Thinking & Questioning)
15 Classroom “Look fors”Encourage teachers to prepare questions in advance.Questions should be scaffolded from easy to hard.Look for an environment that is student- led. Students should be working collaboratively, raising questions, and responding to their peers.
16 Academy of Aerospace & Engineering Middle School Math ClassroomEnglish/Language Arts ClassroomView videos and take notes based on information presented on questioning
17 Exit Slip Review questions from Schema Activator. Review ratings of these questions. Would you change these? Why?What suggestions would you give to the teacher(s) who originally developed these questions to help them improve their techniques?