staff meeting term 2 '10 week 1 inquiry [compatibility mode]

8/9/2019 Staff Meeting Term 2 '10 Week 1 Inquiry [Compatibility Mode]

1/23

Staff meeting 19/04/10

Questioning skills

De Bonos Thinking Hats

PCQ

Split Y-Chart

C & SFishbone diagram


2/23

Open and closed questions

A closedquestion is one in which there are a

limited number of acceptable answers, mostof which will usually be anticipated by the

. An open question is one is which there are

many acceptable answers, most of which will

not be anticipated by the teacher. Higher-order questions tend to be open and

encourage divergent thinking:


3/23

Checklist for questioning

Do I make certain that all students develop a deep understanding of key knowledge byemphasizing higher-order questioning?

Do I encourage discussion in my classroom by using open-ended questions? Do I decide on the goals or purposes of my questions?

Do I choose important--rather than trivial--material to emphasize students' in-depth explorationof essential/key questions?

Do I avoid "yes" and "no" questions?

Do I use "probe" questions to encourage students to elaborate and support assertions and claims? Do I ensure that students clearly understand my questions--and avoid a "guessing game?"

Do I avoid questions that "contain the answer"?

Do I anticipate students' responses to my questions, yet allow for divergent thinking and originalresponses?

Do I use purposeful strategies for helping students deal with incorrect responses?

Do I make effective use of Wait Time?

Do I vary my question structures?


4/23

Questioning for QualityThinking Recalling - Who, what, when, where, how _______?

Comparing

Classifying

Ordering

Identif in Relationshi s and Patterns

Representing Identifying Main Ideas

Inferring

Predicting

Elaborating Summarizing

Establishing Criteria

Verifying


5/23

PROMOTING HIGHER ORDERTHINKING SKILLS

Blooms Taxonomy Evaluation - Judging the outcome HO

Synthesis - Putting together HO Analysis - Taking apart HO

Application - Making use of knowledge HO

Comprehension - Confirming or understandingLO

Knowledge - Gathering Information LO


6/23

Forrest Hills Inquiry Model

e s on earn ngReflection in the centre


7/23

Inquiry planning format

Use this or develop your own

Make it simple

Keep in a safe place throughout the inquiry

process for constant referral Lower order questions required to help

search for answers to higher order questions


8/23

Kelston Intermediate Inquiryrubric and reflection sheet Aligned to the KI inquiry steps

Student highlights using one colour

Teacher highlights using another colour

eep n por o os as a recor or e nexinquiry to compare improvement

Available in teacher share if students want to

use as part of e-portfolio and highlight Evaluation step by step as each inquiry step

completed


9/23

BLUE HAT THINKING

The Big Pictureall participants discuss the thinking process. facilitator will generally wear the blue hat and eachmember of the team will put it on from time to time tothink about directing their work together. ,

objectives, to define the route to take to get to them, toevaluate where the group has got to and where thethinking process is going.group remains focused and improves chances of achieving

objectives.an organization of thinking. What have we done so far?What can we do next?


10/23

BLACK HAT THINKING

identify barriers, hazards, risks and other

negative connotations.

critical thinking, looking for problems and

m sma c es. usually natural for people to use- the issues

with it are that people will tend to use it when

it is not requested and when it is notappropriate, thus stopping the flow of others.


11/23

YELLOW HAT THINKING

identify benefits associated with an idea or issue.

opposite of black hat thinking

looks for the reasons in favour of something- still

a ma er o u gmen - s an ana y ca process outputs may be statements of the benefits that

could be created with a given idea, or positive

statements about the likelihood of achieving it,or identifying the key supports available that will

benefit this course of action.


12/23

RED HAT THINKING

State feelings, exercising gut instincts.

Can be a method for harvesting ideas - it is not a questionof recording statements, but rather getting everyone toidentify their top two or three choices from a list of ideas

can use post-it notes to allow a quick system of voting, and

creates a c ear visua cue t at creates rapi i incomp eteagreement around an issue.

Alternatively it may be used to state ones gut reaction orfeelings on an issue under discussion - this is more commonwhen using the hats to review personal progress or deal

with issues where there is high emotional content that isrelevant to discussion.


13/23

WHITE HAT THINKING

make statements of fact

Can occur immediately after an initial blue

hat

Presenting details and the background to thepurpose of the thinking session

Key information presented and discussed.

Key absence of information (i.e. information

needs) can also be identified at this point.


14/23

GREEN HAT THINKING

thinking new thoughts.

provocative and thinking for the sake of

identifying new possibilities. Things are said

or e sa e o see ng w a ey m g mean,rather than to form a judgement.

covers the full spectrum of creativity and can

take many forms


15/23

Using the six thinking hats

Last term we had student-led conferences at our

. Use the 6 thinking hats to explore

this statement in your group.

Give one person the blue hat role.

Feedback sheets to hand in.


16/23

PCQ Pros, Cons, Questions

Revise by using the following statement in

your group:

Schools should be open for only 4 days aweek.


17/23

Split Y-chart

Revise by using this statement:

Mr Dudley and his academy should plant

flowering shrubs all around our school.

Looks like, feels like, sounds like.........

Split into + and - sections


18/23

S.W.O.T. analysis

In pairs complete a SWOT analysis and hand

in as a reflection on our TOD

H:\Thinking\swot_template.doc


19/23

Consequences & Sequel

Immediate effects: today/tomorrow

Short term effects: 1 month

Medium term effects: 1 year

Long term effects: 5-20 years

Discuss using C & S:

Read every day to your students.


20/23

Fishbone diagram

Great to brainstorm a topic

Categorises

Explores different aspects of a topic

Generates lists Focuses on details

Organises in a systematic way

Topic: Kelston Intermediate (myenvironment)


21/23

\\kis-

dc1\office$\Nataliet\Thinking\graphorg.pdf


22/23

\\kis-

dc1\office$\Nataliet\Thinking\think_pair_share.pdf


23/23

Questions? Comments?

staff meeting term 2 '10 week 1 inquiry [compatibility mode]

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