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Questioning
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• Questions, whether self-initiated or "owned," are at the heart of inquiry learning.
• While questions are also a part of the traditional classroom, the sources, purposes, and levels of questioning are quite different.
• In the traditional classroom, the teacher is frequently the questioner.
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• Questions are usually intended to provoke feedback
• In an inquiry classroom, the teacher asks questions that are more open and reflective in nature.
• Appropriate questioning techniques are important in an inquiry-based classroom, especially in the lower grades where they become a foundation for self-initiated questioning.
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Questioning Strategies
• Questioning is a form of formative assessment and can be a very beneficial tool if used correctly.
• Our questions need to do more than just determine whether a student does or does not know a particular item of information
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• Our questions need to promote higher-order thinking skills
• As teachers, we need to ask questions that make students think and apply what they are learning.
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4 Major Types of Questions
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Managerial Questions
• Managerial Questions – these are questions you would ask to keep the classroom operating smoothly. They’re procedural.
• Research shows that 20% of questions are procedural
• Exp: Will you turn to page 15?, Do you have a pencil?”
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Rhetorical Questions
• Rhetorical Questions – used to reinforce a point or for emphasis. Teachers do not really anticipate an answer from students.
• Exp: “The green coloring matter in plants is called chlorophyll, right, The parts of blood are red and white blood cells, platelets, and plasma, right?”
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Closed Questions
• Closed Question – there are a limited number of responses or “right answers”.
• 60% of these types of questions are used in the classroom
• Exp: “What are plant cell walls made of? What chemical does the liver make?”
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Open Questions
• Open Questions – anticipate a wide range of acceptable responses rather than one or two “right answers”. These are high-order thinking questions.
• Only 20% of these types of questions are used in the classroom
• Exp. “What do you suppose life on Earth would be like with less gravity?”
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Importance of Open Questions
• Open questions help students to develop skills in problem solving and decision making.
• Asking too many closed questions encourages students to become skillful in the stockpiling and retrieval of information.
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Open Questions
• There are some key verbs to use to ensure you are asking an open question– Discuss - Interpret– Explain - Evaluate– Compare - What if– Summarize - Describe
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Wait Time
• Use appropriate wait time when asking questions (3-5 second).
• You should wait long enough to sing Baa, baa, black sheep have you any wool?
• Wait time has many benefits – see pg. 67 in Vellom
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Bloom’s Taxonomy
Another way to look at questioning
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What is Bloom’s Taxonomy
• Many years ago, an educator named Benjamin Bloom developed a classification system we now refer to as Bloom’s Taxonomy, to assist teachers in recognizing their various levels of asking questions.
• The system contains six levels, which are arranged in hierarchical form, moving from the lowest level of thinking to the highest level of thinking.
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The Bloom’s You Know!!
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Bloom’s Has Been Revised!!
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• Remembering, understanding, and applying are lower-level thinking questions
• Analyzing, evaluating, and creating are higher-order thinking questions
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Remembering
Can the student recall or remember the information?
• observation and recall of information • knowledge of dates, events, places • knowledge of major ideas • mastery of subject matter
Question Cues: – Define, duplicate, list, memorize, recall,
repeat, reproduce, state
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UnderstandingCan the student explain ideas and concepts?• understanding information • grasp meaning • translate knowledge into new context • interpret facts, compare, contrast • order, group, infer causes • predict consequences • Question Cues:
– Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphase
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Applying
Can the student use the information in a new way?
• use information • use methods, concepts, theories in new situations • solve problems using required skills or knowledge
Questions Cues: – Choose, demonstrate, dramatize, employ,
illustrate, interpret, operate, schedule, sketch, solve, use, write
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Analyzing
Can the student distinguish between the different parts?
• seeing patterns • organization of parts • recognition of hidden meanings • identification of components
Question Cues: – Appraise, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test
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Evaluating
Can the student justify a stand or decision?• use old ideas to create new ones • generalize from given facts • relate knowledge from several areas • predict, draw conclusions • Question Cues:
– Appraise, argue, defend, judge, select, support, value, evaluate
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CreatingCan the student create a new product or point of view?
• involves putting things together to make something new.
• Question Cues – Assemble, construct, create, design, develop,
formulate, write
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Example – Goldilocks and the Three Bears
Remember: Describe where Goldilocks lived.
Understand: Summarize what the Goldilocks story was about.
Apply: Construct a theory as to why Goldilocks went into the house.
Analyze: Differentiate between how Goldilocks reacted and how you would react in each story event.
Evaluate: Assess whether or not you think this really happened to Goldilocks.
Create: Compose a song, skit, poem, or rap to convey the Goldilocks story in a new form.
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What does all this mean?
• It means you can ask your students several different kinds of questions.
• If you only focus on one type of question, your students might not be exposed to higher levels of thinking necessary to a complete understanding of a topic.
• If, for example, you only ask students knowledge-based questions, then your students might think that learning is nothing more than the ability to memorize a select number of facts.
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What does all this mean?
• You can use this taxonomy to help craft a wide range of questions—from low-level thinking questions to high-level thinking questions.
• You should sprinkle a variety of question types throughout every lesson, regardless of the topic or the grade level you teach.
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What does all this mean?
• You can even use this taxonomy to help plan your unit plan.
• You should have lessons and activities that use a variety of Bloom’s taxonomy levels.
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References
• TeacherVision: http://www.teachervision.fen.com/teaching-methods/new-teacher/48445.html?page=2&detoured=1#ixzz18Zl36aXH