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Ask a Different Question

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Ask a Different Question

This afternoon’s plan:

➢ Why do meaningful questions matter? Who should be asking them?

➢ What makes a meaningful question?

➢ How do meaningful questions drive instruction and assessment, and how do you create them?

➢ Lesson/unit integration work

Schools of the Future: The Big Shift

● Doing vs. knowing● Student-centered vs. teacher-centered● Team vs. individual● Construction of meaning vs. consumption of

information● Networks vs. schools● High value demonstrations vs. high stakes

testingFrom "Schools of the Future: The Big Shifts" by Patrick F. Bassett

Outcomes from the Big Shift:

- Creativity and entrepreneurial attitudes- Communication skills- Collaboration and focus on group success- Critical thinking- Character- Cross-cultural competency

Shared by Pat Bassett at NCAIS 2 Nov 2012

Philip Sadler, Ed.D.Harvard-Smithsonian Center for Astrophysics

- Depth vs. Breadth

- Original activities & assessment

- Preconceptions

- Observing and critiquing instruction

“The unlearning of preconceptions might very well prove to be the most determinative single factor in the acquisition and retention of subject-matter knowledge.”

- David Ausubel 1978

Bloom’s Taxonomy

Original (1956):

KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation

Revised (2001):

RememberUnderstandApplyAnalyzeEvaluateCreate

Marzano’s Questioning Stems

Knowing Organizing Applying Analyzing Generating Evaluating Integrating

Gallagher and Ascher’s Taxonomy

Cognitive-memory - recognition, rote memory, selective recall

Convergent thinking - analyzing and integrating data

Divergent thinking - independently generated data, new perspective on a given topic

Evaluative thinking - judgment, value, choice

The Right Way to Ask Questions in the Classroom

from Edutopiaby Ben Johnson

“...sometimes the students do not understand that they do not understand, and if they do not know what they do not know, there is no way that they can ask a question about it.”

Asking Good Questions

from Educational Leadershipby Kenneth E. Vogler

“Teachers can develop [questioning] skills through a combination of knowledge and practice. Once honed, verbal questioning becomes an efficient formative assessment tool, helps students make connections to prior knowledge, and stimulates cognitive growth.”

The Art of Asking Questions

from Faculty Focusby Maryellen Weimer, PhD

- Prepare questions- Play with questions- Preserve good questions- Ask questions that you don’t know the

answer to- Ask questions you can’t answer- Don’t ask open-ended questions when you

know the answer you’re looking for

Question Formation Technique:

Produce Your QuestionsFour essential rules for producing your own questions:• Ask as many questions as you can.• Do not stop to discuss, judge, or answer the questions.• Write down every question exactly as it is stated.• Change any statement into a question.

Question Formation Technique:

Improve Your Questions• Categorize the questions as closed- or open-ended.

• Name the advantages and disadvantages of each type of question.

• Change questions from one type to another.

Question Formation Technique:

Prioritize the Questions• Choose your three most important questions.• Why did you choose these three as the most important?

Next Steps• How are you going to use your questions?

© The Right Question Institute. Used with permission in The Harvard Education Letter, Sept/Oct. 2011

Planning, Instruction, & Assessment

Taking time to craft meaningful essential questions while planning

lessons and units will guide instruction and provide formative and summative

assessment material.

Lesson/Unit Integration Work:

Think of one lesson or unit that you will be teaching in the coming weeks and work through the Question Formation Technique to generate a meaningful essential question(s) to guide instruction and assessment.

Use the Lisa Chesser article for question ideas.