effective questioning and discussion strategies betsy madison [email protected]...
TRANSCRIPT
Please complete the Questioning Anticipation Guide
"Good teaching is more a giving of right questions than a giving of right answers."
Josef Albers
Today’s target for learning:• Today we will expand our
understanding and use of questioning and discussion techniques to enhance teaching and learning and increase student achievement
Habits Are Hard to BreakA teacher with 20 years of experience will have asked something like a half a million questions in her career. And when you’ve done something the same way, half a million times, it’s quite difficult to start doing it another way.
Wiliam (2003)
Questions
Questioning Facts• On Average, a teacher asks 400 questions a day
(one third of their time)• Most of the questions are answered in less than
one second (Hastings, 2003)• 60% recall facts and 20% are procedural (Hattie,
2012)• IRE structure is dominate (Initiate – respond –
evaluate)• Most answers are right or wrong
Why do we ask questions?• To guide students toward understanding
when we introduce material• To push students to do a greater share of
the thinking in the classroom• To remediate an error• To stretch students• To check for understanding
Questioning and “the Acronyms”
KCAS
FA
CHETL
PGES
Effective Questioning and CHETL
Questioning in Formative Assessment
“All of assessment relates to questioning. In asking students to identify, explain, or demonstrate what
they know, the teacher can identify gaps, misinformation, and misuse of knowledge.”
Laura Greenstein, 2010
5 Keys to Formative Assessment
Clarifying, sharing, understanding goals for learning and criteria for success with learners.
Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of students’ learning.
Providing feedback that moves learning forward.
Activating students as learners for their own learning. Activating students as learning resources for one another.
The Formative Assessment Question Loop
Question Aligned with
Learning Target
Student Response
actual level of student knowledge and skillsThe Gap
teacher and
student analysis of discrepancyFeedback
for Teachermodify
instruction
Feedback for Studentchange learning strategy/correct misconception
Cognitive Level of Question Type of Feedback
Remember Let students know if the answer is correct or incorrect. Provide cues or clues to guide them to a correct answer.
Understand, Apply Ask students to elaborate, explain their answers, expand on responses. Let students know if their answers are factually correct or incorrect.
Analyze, Evaluate, Create Provide feedback on students’ thinking. “Help me know how you arrived at that answer.” Let students know if their answers are factually correct or incorrect.
To what extent do you intentionally and
systematically use questioning to facilitate formative
assessment and feedback to support student learning?
(Strategy= Think-Pair-Share)
Questioning in…PGES
• P (Professional)• G (Growth) and• E (Effectiveness)• S (System)
Authentic Discussions~ what does it take?
• A warm classroom climate- students must feel comfortable talking to each other
• A physical set up conducive to discussion- students need to see each other
• Establish criteria for a good discussion- if you want to see if you need to teach it…
• Listen well and validate questions- expand on them, challenge them, and encourage students to challenge you!
• Allow enough time for the discussion and for students to respond. “wait time.”
• Warm up the audience: review questions, etc…
• Talk Moves
I am an extrovert. I find that when I’m with people, I have more thoughts and ideas, more motivation and excitement to write and learn, than when I am in periods of silence. In order to write well, I need conversation. I need other people. When I am silent, I don’t really know what I am thinking. My thoughts swirl around idly and I can’t grab ahold of them. I only know what I’m thinking when someone asks me a question.Tanya Marlow
Consider what it takes to move your practice from accomplished to exemplary in the area of questioning and discussion techniques
Write down one Classroom idea for each element that you can use to move your practice from accomplished to exemplary
(Strategy= Give one/Get one)
Questioning in… KCAS• 80-90% of the Reading Standards
require Text-Dependent analysis.• Text Dependent questions can only
be answered by close reading of the text.
• Text Dependent questions are not all recall questions. They should require inference.
Text Dependent Questions
Text Dependent • How did Frederick Douglass’ ability to read contribute to his emotional struggle for freedom? Cite examples from the text to support your answers.
Non Text Dependent
• In what ways does America represent the hope for freedom that lived in the heart of Frederick Douglas?
Text Dependent Questions
Sequenced questions guide students’ focus through the text.
Sequence= focus on words and details, logic of author’s argument, central ideas and themes of the text.
Questions guide students to look for patterns within and among text(s).
Lexile 950Grade level Equivalent 5.3Interest Level 9-12
Sequence of Text Dependent Questions
General Understandings Why would the author title the chapter
“Go Away”? Key Details
Find two places in the text where something could have been done to prevent this tragedy?
Vocabulary and Text Structure How does the chronological structure
help you understand the events? Author’s Purpose
Whose story is most represented and whose story is under-represented?
• InferencesWhy would Mrs. Brown run lifeboat number 6 with a revolver?
• Opinions, arguments, intertextual conectionsCompare this book with Ken Marschall’s Inside the Titanic. Give two similarities and two differences.
A Night to Remember (Walter Lord) Ch. 10
From Martin Luther King’s note to “Letter from Birmingham Jail”
“Begun on the margins of the newspaper in which the statement appeared while I was in jail, the letter was continued on scraps of writing paper supplied by a friendly Negro trusty, and concluded on a pad my attorneys were eventually permitted to leave me.”
Creating Text-Dependent Questions
Bloom’s taxonomy of Questions6 Types of Questions & 3 Levels of
Processing
Level 1-the lowest level of thinking
• Remembering• Understanding• Asks: • Who? What? When? Where?• Define….
Level 2-asks students to process information and make connections• Applying• Analyzing• Students–Describe–Compare/Contrast– Identify the Main Idea
Level 3-requires a higher level of mental operation.
• Evaluating• Creating• Students–Think intuitively–Think creatively–Think hypothetically–Ask WHY?
Write 3 questions about this picture.One must be from each of the 3 levels Of Bloom’s Taxonomy Level 1: Remembering & UnderstandingLevel 2: Processing & Making ConnectionsLevel 3: Evaluating, Creating, Hypothesizing
Intentional Bloom's Sequence of Questions
General Rules of Thumb For Effective Questioning
• Balance Open & Closed Questions
“Quality questions create a quality life. Successful people ask better questions, and as a result, they get better answers.” Anthony Robbins
Closed Questions Open Questions Imply that teacher has a
predetermined correct response in mind
Recall of facts
Simple comprehension where answer has been previously provided
Allow for range of responses
Encourage students to think beyond literal answers
Help teacher to assess student’s understanding of content
Strategies for Redeeming Closed Questions
• A Range of Answers• A Statement• Right and Wrong• Starting From the Answer/End• Opposing Standpoint
One at a Time Have you ever done this?
“Sarah, how is the rat’s house different from Mrs. Frisby’s and which one do you think she would rather live in?”
Do you want Sarah to compare and contrast specific details OR infer a character’s point of view on an event?
We are more tempted to do this when we are excited or in a hurry.
Simple to Complex• Simple questions engage student thinking,
and activate memory and opinions.• Simple questions build a fact base students
can build on to argue more complex questions.
• Correctly answering simple questions builds student confidence and increases the likelihood they will attempt harder questions.
No Bait and Switch
If you repeat a question, make sure to ask the same question.
Small changes can derail a student— Why do you think the author wrote this article? What was the purpose of this article?
Students may have raised their hands because they felt confident in the first question, yet are not prepared for the second question.
Clear and Concise• Is it a wrong answer or a wrong
question?– Start with a question word– Limit questions to two clauses–Write important questions in advance–Assume the answer
Wait Time--Think Time--Write Time--Talk Time
When 3 or more seconds of Wait Time is given… …the length and correctness of student
responses increases. …the number of “I don’t know” and no
answer responses decreases. …the number of volunteered, correct
answers increases.
When 3 or more seconds of Wait Time is given…. …teacher questions are more varied and
flexible. …the quantity of questions decreases and
the quality increases. …teachers ask add-on questions requiring
higher-level thinking and processing.
Think Time 3 second minimum Instruct students to take a “thinking
moment” before you either open the floor for answers or, better yet, YOU choose a student to respond.
Provides the students with a time of reflection and rehearsal
Write the question on the board during student think time.
Write Time“I don’t know what I think until I write it
down.” (Norman Mailer) Especially helpful for tactile/kinesthetic
learners It’s not specifically the writing that helps
the learning Writing is an active, rather than passive, task Writing involves more of the whole body in the
process of thinking Writing clarifies perspectives
Talk Time“If you have to talk, you have to think.”
The importance of dialogic talk “ By the age of 4, the child of professional parents in the
US will have had nearly twice as many words addressed to it as the working-class child, and over four times as many as a child on welfare. For the middle-class child, encouragement from parents vastly outweighs discouragement; but for the child on welfare the climate of adult reaction is an overwhelmingly discouraging one. While talk is essential for intellectual and social development, for some children, the talk which they engage in at school is nothing less than a lifeline.”
(Robin Alexander, 2004)
Strategies for increasing focused Academic Discussions in your
classroomAgree or Disagree with this statement
“If my students are to demonstrate, explain, critique, analyze, and
answer, they need to have academic conversations.”
Think Time/Write Time Write a few of your thoughts on a post-
it note
Talk Time Group (table) discussion using
Accountable Language Stems At least one Extension question must
be asked
How do we increase the likelihood that our students will engage in academically
focused conversations?
Curiosity + Purpose + Structure
Write the first question that comes to your mind when you see this image.
Specific Questioning Techniques
No Opt Out A sequence that begins with a student unable
to answer a question and should end with the student answering that question 1. Teacher provides the answer; the student
repeats the answer. 2. Another student provides the answer; the
initial student repeats the answer. 3. You provide a cue; the student uses it to find
the answer. 4. Another student provides the cue; the initial
student uses it to find the answer.
Stretch It A sequence of questioning that doesn’t end with
the right answer.
Right answers are rewarded with follow-up questions that extend the knowledge and test for reliability. Ask how or why Ask for another way to answer Ask for a better word Ask for evidence Ask students to integrate a related skill Ask students to apply the same skill in a new setting
Right is Right
• What’s the difference between pretty good and 100% correct?
• How do you respond to “almost right” answers?
Right is Right Many teachers respond to almost-correct
answers by “rounding up.” They affirm and repeat the answer, adding the details to make it fully correct.
Most students stop processing when they hear the word “right.”
What does this communicate about the standard of correctness in your classroom?
Who’s doing the cognitive work?
• My Favorite No• How does this strategy allow for
immediate re-teach or intervention?
• How does this approach of discussing what is correct and incorrect address both students' academic and psychosocial needs?
Students asking Questions
Teachers take up to two-thirds of the classroom talk time. Students are “talk-deprived” (Alvermann et al., 1996)
Student discussion increases retention as much as 50%. (Sousa, 2001)
Consider this…
• The teacher is usually the person who asks the questions during a discussion. In a longitudinal study of elementary and secondary school classes, Dillon (1990) found that each student asks only one question per month on average. Teachers must take deliberate steps to get their students to ask questions.
Daily Question Writing Practice What questions come to mind
when you see this picture?
List your questions in your reading journal.
At least one question must be an open question.
At least one question must come from the evaluating, creating, hypothesizing level on your Bloom’s chart.
Engaging Students in Effective Questions When giving an assignment, ask your students to prepare
three questions they had while they were completing the assignment.
Ask your students to write three questions they would expect to answer on a quiz covering the assignment content.
Start class by having your students share their questions in small groups or as a whole class.
Your students’ questions will stimulate discussion and provide you “informative” assessment data.
Use your Blooms’ Flip chart to help. Make a class set.
Students Asking Questions
Teachers cannot teach (and students cannot learn) everything there is to know.
(Brookhart, 2009)
Authentic Questions
Resources
• Teach Like a Champion by Doug Lemov (Jossey-Bass Teacher)
• Active Learning Through formative Assessment by Shirley Clarke (Hodder Education)
• Advancing Formative Assessment in Every Classroom by Moss and Brookhart
• Thinking Through Quality Questioning by Walsh and Sattes