Rigor and Questioning

Previous Livescribe Session…..

• Share your Livescribe synopsis in your notebooks with your partner.

• Share your recorded reflections via the Livescribe pen with your partner.– Successes– Challenges– Next Time

• Share artifacts• Compare and contrast successes, challenges, what would you do differently next time?

• Share out, discussion, next steps/new ideas?

Additional Resources:

• See Wiki

Revisit and reflect upon your instruction today…

•Write down two questions you asked students during instruction

Using the questions you recorded, order from least complex to most

complex.

Session Objectives:

• For participants to explore and discuss how “questioning” can address rigor in the classroom.

• For participants to explore a variety of questioning tools and strategies.

• For participants to construct rigorous questions and then determine/evaluate the “quality” of those QUESTIONS.

Explore and discuss…in teams of 3

• FCPS Tiered Questioning/vocabulary– pp. 21-22– handout

• Ciardiello’s Four Types of Questions– p. 23

• Question Matrix– handout

Compare and contrast the three models. Be prepared to share with the rest of

the group.

Which model could be best for you and your students?

TTYN

Now it’s your turn

• Working in teams of 3, think of an upcoming lesson and construct 5 questions that would reflect rigor. Be prepared to defend and share your work. Select one of the 3 models to construct the questions.

Characteristics of Good Questions

• Q uality• U nderstanding• E ncourage multiple responses • S park new questions• T hought-provoking• I ndividualized• O wnership shifted to students• N arrow and broad• S uccess building

Revisit the questions you just created…

• Apply the “QUESTIONS” characteristics to determine if those questions are high quality.

• As you are evaluating the quality of your questions, think about what needs to be added or taken away to improve the quality of the question.

• Be prepared to share out.

Discussion…

• Quality?• Changes to be made to be more rigorous?

Break

Creating a safe questioning environment

for students…• Allowing time to process with peers, time to think and then respond

• Wait-time

• Open-ended

Brain-Compatible: Effective Questioning

TechniquesQuestions can be

powerful tools for generating and promoting learning. The can also give us insights as to what directions our instruction should take. However, like any tool, if they are used incorrectly, they can do more harm than good. When questions expose students as wrong or not knowing, they can actually undermine the learning process.”

Spence Rogers 2007

Effective Questioning Techniques

• Effective questions do not…..– Embarrass– Generate incapacitating fear– Fail to provide instructional guidance

– Produce incorrect responses– Publicly expose students’ lack of knowledge or skills

Effective Questioning Techniques

• E Q T often include asking students to first develop a response individually and then to share those in a small group before sharing out.

• Questions are Deflective (What others might think)

• Effective questions often include words or phrases such as….– Might– Could– Be– What if– Someone else– Expert

• Working with a partner, create a EQT based on the content of this session with your team.

Questioning Strategies…What works for you?

• Strategies kids can use to create and “own” questioning?

• Determine structures and opportunities in various the

content areas where kids can “own” questioning.

Instruction Implications

• How might or how should we scaffold rigor in questioning?

In the end…

• How do we determine that kids truly understand rigorous questions?

Revisiting the first activity, re-evaluate your ordering from least to

most complex.

It’s time for….

Reflection…

• Determine which questioning model(s) and strategies will be most effective in your classroom?

• Important considerations?

For our next session…

• Using one of the three models of questioning, employ a variety of questions and questioning techniques

• Bring Back….– Lesson Summary and Reflection

• Paragraph summary of lesson• Specific questions that were asked• Reflection on quality of student responses• Reflection on successes/barriers/what you would change

• You may use your Livescribe pen and notebook for your “bring backs”

• Please include any student artifacts, such as sample verbal (Livescribe?) or written responses