1. 21st Century Classrooms and Questioning Nancy Krueger Instructional Coach Sioux Falls

2. 2 Goals for Today Why worry about questioning? How do you plan for questioning? What makes a good question? How could/do you incorporate questions into your lessons?

3. 3 Analytical Thinking -Identifying similarities and differences -Using cues, questions and advance organizers -Planning -Classifying -Prioritizing Finding and Evaluating Information -Recognizing need for more information -Developing a strategy to find information -Using multiple sources of information -Determining credibility, reliability, accuracy and relevance Creating and Innovating -Originality and inventiveness in work -Developing, implementing and communicating new ideas -Being open and responsive to diverse perspectives -Acting on creative ideas Communicating -Conveying ideas graphically -Reading with understanding and in writing -Speaking so others understand -Listening actively -Observing critically Collaborating -Learning cooperatively -Valuing contributions of others -Negotiating and resolving conflict -Guiding others -Working together as a team Problem Solving -Defining the problem and its variables -Generating and testing hypotheses and predictions -Summarizing and note taking -Determining relationships (e.g. cause-effect, correlation) -Making decisions Marzano Strategies 1.Identifying Similarities and Differences 2.Summarizing and Note Taking 3.Reinforcing Effort and Providing Recognition 4.Homework and Practice 5.Nonlinguistic Representations 6.Cooperative Learning 7.Setting Objectives and Providing Feedback 8.Generating and Testing Hypotheses 9.Cue, Questions, & Advance Organizers

4. 4 Primary Purposes of Questions Cultivate interest and ask students to be participants in the classroom experience Evaluate students’ level of knowing and preparedness of material given

5. 5 Cont. Help develop critical thinking skills and learning attitudes that encourage inquiry Review previously learned material Demonstrate connections to new and previously learned information therefore strengthening those connections

6. 6 Cont. Help students develop new insights and assess their individual achievements Encourage students self study (life long learning)

7. 7 Why do we need to look at the kinds of questions that we ask students? Teachers' effective use of a variety of higher-order questions can overcome the brain's natural tendency to limit information. In turn, students' minds can become more open to new ideas and creative mental habits.

8. 8 Cont. Current research indicates that the use of a variety of higher-order questions in an open-ended and nurturing educational environment strengthens the brain—creating more synapses between nerve cells—just as exercise builds muscle tissue.

9. 9 Why do we need to look at the kinds of questions that we ask students? Usually questions at the lower levels are appropriate for: evaluating students' preparation and comprehension. diagnosing students' strengths and weaknesses. reviewing and/or summarizing content.

10. 10 Cont. Questions at higher levels of the taxonomy are usually most appropriate for: encouraging students to think more deeply and critically. problem solving. encouraging discussions. stimulating students to seek information on their own.

11. 11 Bloom’s Taxonomy

12. 12 Analogy Red light/On the line – right there questions. Questions whose answers can be directly answered from given information Yellow light/Between the lines – questions that require some inference, but still use the information from the information given Green light/Beyond the line – questions prompted by the information but that take the questioner into their own or outside experiences.

13. 13 Question Wheel Handout

14. 14 How do we apply higher level questioning/activities to our every day lessons? Sort Activity Objective: The student will write a compound sentence using conjunctions.

15. 15 Objective: The student will write a compound sentence using conjunctions. Questions and Activities that might follow: Knowledge 1. What is a compound sentence? 2. List the conjunctions that you could use to combine sentences into a compound sentence. Comprehension 1. What is the difference between a compound and a simple sentence? 2. Create a compound sentence from two given simple sentences. Application 1. Write one example of a compound sentence. 2. Use the conjunction "and" to form a compound sentence

16. 16 Analysis 1. Identify reasons for using conjunctions to form compound sentences. 2. Compare the three conjunctions "and", "or", and "but" and explain the differences between each. Synthesis 1. Write a paragraph that uses each of the three conjunctions to form a compound sentence. Evaluation 1. Trade paragraphs with a partner and look for 3 compound sentences using "and", "or", and "but". 2. Determine whether or not your partner understands writing with compound sentences and be prepared to defend your answers.

17. 17 Goldilocks and the Three Bears

18. 18 Book Review Questions

19. 19 Picture Questions

20. 20 Question Cubes Topic: Environment

21. 21 Choose a standard and develop questions at each level for that standard.

22. 22 Website Resources http://theliterarylink.com/bloom_que stions.htmlhttp://theliterarylink.com/bloom_que stions.html http://www.ops.org/reading/blooms_ taxonomy.htmlhttp://www.ops.org/reading/blooms_ taxonomy.html http://www.learnnc.org/lp/media/arti cles/bloom0405-3/bloompix.htmlhttp://www.learnnc.org/lp/media/arti cles/bloom0405-3/bloompix.html

23. 23 How did we do? Why worry about questioning? How do you plan for questioning? What makes a good question? How could/do you incorporate questions into your lessons?

24. 24 Questions?????? (No pun intended!)