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copyright 2008 Ribas Associates

2

Anb 274Green Book

Design

Questioning Strategies

Note

• This presentation directly correlates with

Standard II (Teaching All Students) in the new DESE educator evaluation system rubric

• It connects strongly to higher level thinking.

Agenda

• Cognitive Context 8

• Questioning in your classroom– Direct Teaching (Wait time)– Student-developed questions– How do you PUSH learning with questions?– Practice with colleagues– If time: quick assessment of mastery objectives

by applying them to a videocopyright 2008 Ribas Associates 4

Mastery Objectives

After this activity, you will be able to:– Ask questions for different purposes– Use wait time to increase student responses– Create questions that use higher levels of thinking– Use questions and dipsticking to formatively assess

student understanding.– Use questions and dipsticking to inform instruction.– Respond effectively to students’ correct and incorrect

responses.

copyright 2008 Ribas Associates 5

Jigsaw of Cognitive ContextJigsaw is a research-based method to increase reading comprehension, provide “coached practice,” and accountability•For your CC Component:

1. Define, describe it2. Explain how your example makes a better “cognitive

context’ for learning3. Explain how your example also differentiates

instruction (for whom?)4. If you’ve used this, give an example from your

practice6

The Eight Components of the Cognitive Context

Summarizer: Research-based method for improving student success (whole-part)

Whip

The CC8 will provide ___________to my classroom.•No repeats•You can pass


Questioning Strategies that Differentiate Instruction and Raise Student Achievement

Essential QuestionsProvocative Questions

Direct Teaching QuestionsTest Questions

How do I use the questioning strategies to both differentiate instruction and raise the achievement of all of my students?


Kappa Delta Pi Record 2009

“Questioning may be the most frequently used teacher instructional intervention.”

Consider for a moment how many questions an average teacher asks in a day, month, or year.

Levin and Long (1981) reported that teachers ask as many as 300–400 questions daily.

Let us use a conservative estimate to propose that a teacher typically asks an average of 20 questions a period for five periods a day.”


Kappa Delta Pi Record 2009Let’s assume 20 questions in a 50-minute period. Thus, (20 x 5) x 180 school days = 18,000 questions a year.

•That represents 18,000 opportunities to develop a student’s productive thinking during the school year, and more than 250,000 opportunities during the course of a child’s 13-year school career.


12copyright 2008 Ribas Associates

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Table Talk: Create a Question To:

1. Activate earlier learning

2. Engage students and keeps their attention

3. Assess students’ learning– Assesses their learning on the recall level– Assesses their learning on the analysis level

4. Deepen student understanding


Summarizer:How does this teacher use

questions?

• Giving Feedback: Say No to No

• https://www.teachingchannel.org/videos/building-student-confidence

• What does she avoid in her questions?

• Why?

• How does this “push” students’ learning?copyright 2008 Ribas Associates 14

WHO ANSWERS QUESTIONS?WHO DOESN’T?

Questions and student engagement


How engaged are his students by his questions?


https://www.youtube.com/watch?v=uhiCFdWeQfA

Activity: 3 minutes; 2 questions

1. What are some of our (instructor) questioning behaviors that might limit students’ participation?

2. What are some behaviors you have used that have been successful in getting more students to ask or answer questions?

Wait Time—an Answer

– Wait time I• Time between response by students after

the teacher poses the question

– Wait time II• Time between response by the teacher

after the student poses a question or initiates a comment

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7 Good things happen when you use wait time

Find a new processing partner

•Come up with three ways wait time can impact students.

•Whip around—only new ideas



Impact of Wait Time Gb222-224

When wait time is increased: Budd-Rowe

1. the length of students’ responses increase between three and seven hundred percent.

2. students are more likely to offer evidence to support their point.

3. students ask more questions of the teacher.

4. students are more likely to interact with each other, answering and responding to each other’s questions.


When wait time is increased: Budd-Rowe

5. students are less likely to answer, “I don’t know.”

6. disciplinary problems within the class decreased

7. a broader scope of students volunteer responses to questions

Role Play: Wait time I and II

A. Explain to one another what Wait Time I and Wait Time 2 is.

B. Use Wait Time I and II as you discuss and ask one another questions.

For example:

Teacher: Wait Time I is when you wait 3 seconds

Student: (confused) Who waits?

Teacher: The teacher waits


Role Play a Teacher and a Student Explain the 2 kinds of Wait Time to a Student (2 minutes; then switch roles)

TEACHER

•Use more wait time after your question (Wait Time I)

•Use more wait time after the student answers (Wait Time II)

•Change the phrasing of the original question

•Give prompts

•Give the student a “softball” question to build his/her confidence

STUDENT

•Doesn’t answer and looks confused•Says, “I don’t know.”•Answers incorrectly•Answers correctly but briefly•Student is anxious

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High Expectations: Summarizer

“Praising the Process” Video

•How does this teacher differentiate expectations, yet keeps them high for each student?

•https://www.teachingchannel.org/videos/praise-the-process-perts


(optional) Review:Mastery Objectives—job alike processing partner(s)Grade/job

What is the mastery objective for this lesson? Samples:

I can set writing goals and reach them working on my own

I can self-assess my writingI can improve my writingI can set my own goals


QUESTIONS THAT “PUSH” STUDENTS TO HIGHER ORDER THINKING

Bloom’s Taxonomy


Climbing the Rigor Ladder

Bloom’s Levels of Thinking

6. Synthesis

5. Evaluation

4. Analysis

3.Application

2. Comprehension

1. Knowledge

Knowledge

Comprehension

Synthesis

Evaluation

Analysis

Application

HOTS

LOTS

HOTS and LOTS are BOTH important and useful. Students can’t

evaluate without knowing something!


Recall, Comprehension, and High Order Thinking Questions gb 214-215

Recall Comprehension High Order Thinking

Moving left to right, the questions require more complex student thinking.

Recall(Knowledge

remembering)

Comprehension(Understanding

Comprehension)

Higher Order Thinking(Application, Analyzing, Evaluating, Creating, Synthesis)

What was the name of the character in Chalk Box Kid?

State, recall,

How did the main character, Gregory, solve his problem?

Explain

Compare and contrast how Gregory’s challenges are smaller to /different from challenges you have experienced?

Was Gregory’s solution a good one? Why or why not?

Deduce, appraise copyright 2008 Ribas Associates 30

Examples from Bloom for Little Red Riding HoodLevel Verbs for Questions and Activities Sample Questions for Little Red Riding Hood

1. Knowledge Tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall, relate

Tell us what Red said to the Wolf when she looked at his teeth.

Repeat what the Wolf said to Red.2. Comprehension Locate, explain, summarize, identify,

describe, report, discuss, locate, review, paraphrase, restate, retell, show, outline, rewrite

Retell the scene when the Wolf finally shows Red who he is. Discuss how the story ends.

3. Application Demonstrate, construct, record, use, diagram, revise, reformat, illustrate, interpret, dramatize, practice, organize, translate, manipulate, convert, adapt, research, calculate, operate, model, order, display, implement, sequence, integrate, incorporate

Dramatize one scene from LRRH using your own words and stage directions. Adapt LRRH to modern times; incorporate who Red, the Grandmother, the Wolf, and the Woodsman might be in the 21st century.

4. Analysis Compare, contrast, classify, critique, categorize, solve, deduce, examine, differentiate, appraise, distinguish, experiment, question, investigate, categorize, infer

Compare and contrast LRRH to any other traditional fairy tale. Critique what the story says about heroes or heroines.

5. Evaluation Judge, predict, verify, assess, justify, rate, prioritize, determine, select, decide, value, choose, forecast, estimate

Rate the fairy tales that we’ve read from best to worst; choose one characteristic to evaluate. Justify your priorities.

6. Synthesis Compose, hypothesize, design, formulate, create, invent, develop, refine, produce, transform

Invent your own fairy tale. ORTransform any traditional fairy tale into 21st century situations

Before Reading• What do you want

students to:1. Recall

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Synthesize

What does the curriculum expect for your grade level?

Blooms and Frameworks

Notice how each grade level moves from 1 to 6 for all grade levels.


Application: Where the Wild Things Are

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Pre-K Kindergarten

MA.1. With prompting and support, ask and answer questions about a story or poem read aloud.

1. With prompting and support, ask and answer questions about key details in a text.

MA.2. With prompting and support, retell a sequence of events from a story read aloud.

2. With prompting and support, retell familiar stories, including key details.

MA.3. With prompting and support, act out characters and events from a story or poem read aloud.

3. With prompting and support, identify characters, settings, and major events in a story.

5. (Begins in kindergarten or when the individual child is ready)

5. Recognize common types of texts (e.g., storybooks, poems).

MA.6. With prompting and support, “read” the illustrations in a picture book by describing a character or place depicted, or by telling how a sequence of events unfolds.

6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

MA.7. With prompting and support, make predictions about what happens next in a picture book after examining and discussing the illustrations.

7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

MA.9. With prompting and support, make connections between a story or poem and one’s own experiences.

9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

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First Second Third1. Ask and answer questions about key details in a text.

1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

2. Recount stories, including fables and folktales from . diverse cultures, and determine their central message, lesson, or moral.

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

3. Describe characters, settings, and major events in a story, using key details.

3. Describe how characters in a story respond to major 3. events and challenges.

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

6. Identify who is telling the story at various points in a text.

6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Distinguish their own point of view from that of the narrator or those of the characters.

7. Use illustrations and details in a story to describe its characters, setting, or events.

7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

MA.8.A. Identify characteristics commonly shared by folktales and fairy tales.

MA.

8.A. Identify dialogue as words spoken by characters (usually enclosed in quotation marks) and explain what dialogue adds to a particular story or poem.

MA.8.A. Identify elements of fiction (e.g., characters, setting, plot, problem, solution) and elements of poetry (e.g., rhyme, rhythm, figurative language, alliteration, onomatopoeia).

9. Compare and contrast the adventures and experiences of characters in stories.

9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

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Grade 4 students: Grade 5 students: 1. Refer to details and examples in a text when explaining what the text says explicitly

1. and when drawing inferences from the text.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

2. Determine a theme of a story, drama, or poem from details in the text; summarize 2. the text.

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Describe how a narrator’s or speaker’s point of view influences how events are described.

7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

MA.8.A. Locate and analyze examples of similes and metaphors in stories, poems, MA. folktales, and plays, and explain how these literary devices enrich the text.

8.A. Locate and analyze examples of foreshadowing in stories, poems, folktales, and plays.

9. Compare and contrast the treatment of similar themes and topics (e.g., opposition 9. of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.


Revised Bloom’s Taxonomy Verbs for Questions and Activities Questions at this level

Remember

Recall Information

Tell, list, define, label, recite, memorize, repeat, find, name, record, fill in, recall, relate

UnderstandLocate, explain, summarize, identify, describe, report, discuss, locate, review, paraphrase, restate, retell, show, outline, rewrite

Apply

Demonstrate, construct, record, use, diagram, revise, reformat, illustrate, interpret, dramatize, practice, organize, translate, manipulate, convert, adapt, research, calculate, operate, model, order, display, implement, sequence, integrate, incorporate

Analyze

Compare, contrast, classify, critique, categorize, solve, deduce, examine, differentiate, appraise, distinguish, experiment, question, investigate, categorize, infer

Evaluate

Judge, predict, verify, assess, justify, rate, prioritize, determine, select, decide, value, choose, forecast, estimate

CreateCompose, hypothesize, design, formulate, create, invent, develop, refine, produce,

transform

To Consider

• How do the questions relate to the mastery objectives / learning targets?

• What strategies does the teacher use leading to understanding?

• Why did the teacher use connections?

• What implications do you see for your own practice?


Grade Level/Content work

• Think back to a lesson you taught/supported or are about to teach.

• Write a recall, a comprehension, and a higher order thinking question you can ask about that concept/content/skill.

• Share the questions with those in the room who teach alongside you and discuss.

HAVING THE STUDENTS GENERATE QUESTIONS

https://www.teachingchannel.org/videos/developing-better-questions (2 min)

How would you modify this lesson for younger/your students? (Grade 6 Costa/Bloom; Freyer Model)

https://www.teachingchannel.org/videos/teaching-higher-order-thinking-skills

(Continuation; student-generated questions; writing an answer to a peer’s question)

For Practice


Explain the differences between recall, comprehension, and higher order thinking skills

questions and give an example of each?

1. Give a thumbs up if you are confident you can do so.

2. Give a thumbs side ways if you think you could do this but would benefit from a little more guided practice.

3. Give a thumbs down if you are not ready to do this.

Checking for UnderstandingIF THERE IS TIME

“LIVING LIKERT SCALE”

STRONGLY STRONGLY

AGREE AGREE NEUTRAL DISAGREE DISAGREE

Vote with Your Feet Dipsticking

I GET IT I’M A BIT

CONFUSED

I HAVEN’T A CLUE I COULD TEACH A LESSON ON THIS !!!

MASTERY OBJECTIVES

I GET IT I’M A BIT

CONFUSED

I HAVEN’T A CLUE I COULD TEACH A LESSON ON THIS !!!

Dipsticking Strategies

1. Calling sticks or cards (230)2. Established calling on pattern (232)3. Group questions (231)4. Processing partners (230)5. Individual white boards (206)6. Electronic answering devices7. Thumbs up or down8. Number of fingers in the air to indicate the correct

answer in a multiple choice question (206)9. Colored cups (207)10. Circulating around the room and viewing student

work (What did you hear? See?)


Think Alouds to Model Answering HOTS gb211

1. Teacher presents the class with a higher order thinking question.

2. Teacher works out the answer to the question verbalizing all of his/her thinking.

3. Students listen to the teacher and note what the teacher did in the process of thinking through the answer.

4. After the verbalization is completed, the class analyzes and identifies the strategies the teacher used to answer the question.


Modeling Thinking Aloud

• As you listen to my thinking about the answer to the following question, note the path my thinking has taken to get to the answer I chose.

• How was this beneficial to you and/or how might this be beneficial to your students?

• Be prepared to share this with the group.


A mason is to stone what a _____ is to _____

A. Soldier : weaponB. lawyer: lawC. blacksmith: forgeD. carpenter: woodE. teacher: pupil

gb211

Seinfeld and Blooms!

https://www.youtube.com/watch?v=NsBna5IVBYg

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