asking better questions sharon keegan. characteristics of teachers who expect students to learn at...
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![Page 1: ASKING BETTER QUESTIONS Sharon Keegan. Characteristics of Teachers Who Expect Students to Learn at High Levels High Expectations Challenging Curriculum](https://reader035.vdocuments.net/reader035/viewer/2022062511/5514c73855034693478b4aa2/html5/thumbnails/1.jpg)
ASKING BETTER QUESTIONS
Sharon Keegan
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Characteristics of Teachers Who Expect Students to
Learn at High Levels
High Expectations
Challenging Curriculum
Instruction: High-level Questioning
Instruction: Differentiation and Multiple Intelligences
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3 Models of Questioning
New Bloom’s Taxonomy
Ciardello’s Four Types of Questions
Quality QUESTIONS
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New Bloom’s Taxonomy
OLD NEW
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Ciardiello’s Four Types of Questions
Question Types Cognitive Operations
Memory Naming, defining, identifying
Convergent ThinkingExplaining, comparing,
contrasting
Divergent
ThinkingPredicting, hypothesizing,
inferring
Evaluative ThinkingValuing, judging, justifying,
choices
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CIARDIELLO BLOOM
Question Types Cognitive Operations
Memory
Convergent Thinking
Divergent
Thinking
Evaluative Thinking
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Characteristics of Good Questioning
Q - qualityU - understandingE - encourage multiple responsesS - spark new questionsT - thought-provoking I - individualizedO - ownership shifted to studentsN - narrow and broadS - success building
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Question Matrix
Chuck Wiederhold designed the Question Matrix in 1991. As you proceed through the matrix, the questions become more complex and open-ended.
I II
III IV
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LINKING CIARDIELLO / WIEDERHOLD
Question Types
Memory
Convergent Thinking
Divergent
Thinking
Evaluative Thinking
III
I
IV
II
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WIEDERHOLD QUESTION MATRIX
Event Situation Choice Person Reason Means
PresentWhat is? Where /
When is?
Which is? Who is? Why is? How is?
Past What did?Where /
When did?Which did? Who did? Why did? How did?
Possibility What 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?
Prediction What will?Where /
When will?Which will? Who will? Why will? How will?
Imagination What might?Where / When might?
Which might?
Who might? Why might? How might?
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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 answers
• Require students to generate questions of their own
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Results in Student Behaviors When Wait Time is Increased
• Decrease in “I don’t know responses
• Length & accuracy of answers increases
• Increase in volunteered, appropriate responses
• Increased achievement test scores
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Results in Teacher Behaviors When Wait Time is Increased
Questioning strategies became more flexible and varied
Quantity of questions asked decreased, while the quality and variety of questions increased
Higher-order, divergent questions were asked more often
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FINAL TIPS
• Prepare questions in advance.
• Design questions that scaffold from easy to hard.
• Create an environment that is student led. Have students work collaboratively, raise questions, and respond to their peers.