1. learning@school Shaping teaching and learning in the 21st century Ko te whenu hou te tau learning@school Rotorua New Zealand February 2008

2. Presenter: Pania McVay-Stewart Email: pania@vodafone.net.nz

3. How do children learn? What is relevant to children in the 21st century? Think about- Organisation in the classroom. Noise level. Displays Discuss these points in your groups

4. Why ask questions??

5. 1.Why ask questions in the classroom? 2.What makes a good or effective question? 3.Who asks the majority of the questions in your classroom? Why? your classroom? Why? 4.How do you create an environment where 4.How do you create an environment where all students ask and answer questions? all students ask and answer questions? 5.What strategies do you use in the classroom to encourage questioning?

6. Write down your responses to these questions on the sheets provided.Write down your responses to these questions on the sheets provided.  I I I In groups collate and discuss your responses.

7. Focus attention on a topicFocus attention on a topic Direct student thinking in a particular wayDirect student thinking in a particular way Control behaviour of the class or individualsControl behaviour of the class or individuals Challenge studentsChallenge students Reinforce learntReinforce learnt material material Encourage students to be actively engaged in learningEncourage students to be actively engaged in learning Structure or guide the learning of a taskStructure or guide the learning of a task Assess StudentsAssess Students Encourage reflection on learning Gain feedback from students about teachingGain feedback from students about teaching Revision of contentRevision of content Evaluation Evaluation purposes purposes Help students clarify their understandings Help students clarify their understandings Model questioning and thinking Model questioning and thinking Spark further questions Spark further questions Help students make connections Help students make connections Motivate student inquires Motivate student inquires Identify gaps in students’ learning Identify gaps in students’ learning Provide opportunities for student learning through discussion Provide opportunities for student learning through discussion Why ? Excite interest or curiosity Excite interest or curiosity

8. How can teachers utilize effective questioning? Plan questions in advance- build up to more challenging Focus on a few carefully constructed open ended questions. Focus on a few carefully constructed open ended questions. Ask one question at a time. Ask one question at a time. Consider the need for think time- Avoid the trap of answering your own questions. Consider the need for think time- Avoid the trap of answering your own questions. Vary questioning strategies e.g. For a change make a provocative statement and wait for a response. Vary questioning strategies e.g. For a change make a provocative statement and wait for a response. Ensure all students have the opportunity to respond to questions by catering for the range of learners in the class. Ensure all students have the opportunity to respond to questions by catering for the range of learners in the class.

9.  Use the Y or T chart to explain what a question friendly classroom would be like. (Ask your students the same question)

11. How can teachers encourage effective student questions? Introduce different questioning strategies Develop student awareness of different types of questions and the type of thinking required Make time for student questions and celebrating them. Providing positive feedback to student questions Clarify students questions

12. Handling Students responses to questions Students are often concerned about how their responses to questions might be perceived by their teacher and their peers. Important for students to learn how to respond to each other appropriately. Establishing trust is essential so students are prepared to take risks and their share ideas freely.

13. Active listening Find a partner For 1 minute, one member of the pair explains what factors contributed to them choosing teaching as a career. For 1 minute, one member of the pair explains what factors contributed to them choosing teaching as a career. Partner is listening careful but must not comment, just listen. Partner is listening careful but must not comment, just listen. After a minute the person listening seeks clarification. After a minute the person listening seeks clarification. Then change over. Then change over. StrategyDescriptionApplication Demonstrate listening Show students you are interested in their response. Initial responses maybe fragmented or disjointed as students grapple to clarify their ideas. Use non-verbal signals such as facial expressions, a nod, eye contact, sitting forward Sustain the question Use probes that encourage the clarification, extension or elaboration of a response. Encourage a range of responses to the one question. Does anyone ha a different opinion? Could you tell us a little more about that idea? Can you provide some evidence to support your point of view? Allow wait timeLearn to be comfortable with the silences, so that wait time is extended. Tell students why you are waiting Use affirmative non-verbal signals (such as a nod) that show engagement and provide encouragement. Minimise feedbackAffirm student responses, but avoid excessive praise, which may silence alternative responses. That ’ s an interesting view. Yes, that ’ s one way. Can anyone add to that? Thank you for that idea. Vacate the floorRedirect student responses or comments. Breaking the sequence makes students aware that talk doesn ’ t always have to be directed through the teacher. This encourages student dialogue. Would any one like to respond to that idea? What can you add to that response? How consistent is this response with your thinking?

14. Different types of Questions Many types- lets simplify Open questions, Fat questions, Higher order- Invite interpretation, no preconceived response. Closed questions, Skinny questions, Lower order- non-negotiable, recited answer

15. Product- Product- What, when and who questions, key ideas and facts Process- Process- How questions associated with procedures and processes. Opinion- Opinion- Why questions consider causal relationships and require explanations. Product, Process and Opinion

16. Cognitive levelProcessVerb stems Original versionRevised version KnowledgeRemembering Recalling factual information ComprehensionUnderstanding Understanding information ApplicationApplying Using previously learnt knowledge, concepts, principles or theories in new situations AnalysisAnalysing Breaking information into parts and showing an understanding between the parts SynthesisCreating Generating new ideas, planning and producing EvaluationEvaluating Critiquing, making a judgement on the values or consistency of a process, product or idea. Cognitive Questions- questions that generate different levels of cognition

17. Questions to encourage students to think more deeply Questions that ask for depth Questions that ask for reasoning Questions that ask for clarification What other points need to be taken into consideration? What questions do you need to ask? What are some possible explanations? How do you know? How could you prove this? What have we found out? Do you agree or disagree? When would that happen/ not happen?

18. Questions to encourage students to think more deeply Thought provoking questions Questions that ask for reasons Why did you say that? Questions that ask for evaluation of reasons What reasons support that idea? Questions that ask for clarification Is that what you meant? Questions that ask for explanations What are some possible causes? Questions that ask for evidence How could we prove this? Questions that ask for definitions What does that mean? Questions that ask for counter examples When would that not happen? Questions that ask for alternatives What would be a different view? Questions that probe assumptions How do you know that? Questions that ask for consequences and implications What would the consequences be? Questions that ask for connections Do those two ideas agree? Questions that ask for distinctions How is that different from what was said? Questions that ask for questions What questions would be useful to ask? Questions that ask for summary of the content What have you found out? Questions that ask for a summary of the process What did we do well? What could we improve?

19. Questions that focus on emotional responses These questions probe complex matters that elude simple answers. Sometimes referred to as essential questions (McKenzie). Benefits of this type of questioning are they engage students in the discussion. e.g. What does it mean to be a good friend? How can I be a better friend? What does it mean to have integrity? Who do I consider to be someone with integrity? - Affective domain

20. Some strategies and activities for developing effective questioning Wiederholds Q-matrix Creative questioning Stop, think and question The answer is? You are a reporter Wear my shoes or see through my specs All views considered Three Cs and 3 Ps Open and closed questions What’s in the box? The 5 whys

21. "Inquiry" is defined as "a seeking for truth, information, or knowledge -seeking information by questioning."

22. The question is how come the teacher asks all the questions when I’m the one who needs to know things. The question is why I’m supposed to have the answers to all my parent’s questions when they can’t answer mine. The question is why scientists ask ten questions for every answer they get But I have to answer seven out of ten to pass. The question is why politicians learn not to answer questions while I have to learn to answer them.

23. The question is why questions have to be answered fast at school when philosophers take years to answer them. The question is why are there so many little questions in school when Marie Curie spent her whole life on one big question. The question is why must I find answers to already answered questions when I have questions that have not yet been answered. The question is why can’t I be in charge of the questions?

24. Useful resources: Godinho,S & Wilson, J 2004, Little book of big ideas: How to succeed with questioning, Curriculum Corporation, Carlton.