questioning strategies: developing deeper conceptual understanding for students developing deeper...
TRANSCRIPT
Questioning Strategies:Questioning Strategies:
Developing Deeper Conceptual
UnderstandingFor Students
Developing Deeper Conceptual
UnderstandingFor Students
Strategic Science Teaching © 2012 Used with Permission from the Los Angeles County Office of EducationLos Angeles County Office of Education http://sst.lacoe.eduStrategic Science Teaching © 2012 Used with Permission from the Los Angeles County Office of EducationLos Angeles County Office of Education http://sst.lacoe.edu
A. What year did Neil Armstrong set foot on the moon?
A. What year did Neil Armstrong set foot on the moon?
B. What did Neil Armstrong say when he set foot on the moon?
B. What did Neil Armstrong say when he set foot on the moon?
C. Why did America want to land on the moon?
C. Why did America want to land on the moon?
D. How would your life be different if Neil Armstrong had not set foot on the moon?
D. How would your life be different if Neil Armstrong had not set foot on the moon?
Neil Armstrong Sets Foot on the Moon
Neil Armstrong Sets Foot on the Moon
How much time did you spend thinking about each question?
What is the relationship between the question and time spent thinking?
How much time did you spend thinking about each question?
What is the relationship between the question and time spent thinking?
Levels of Questions: INPUT
Levels of Questions: INPUT
complete count define describe
complete count define describe
list locate match name
list locate match name
observe recite select tell
observe recite select tell
identify identify
Levels of Questions: PROCESS
Levels of Questions: PROCESS
analyze explain sequence compare analogy summarize estimate
analyze explain sequence compare analogy summarize estimate
experiment separate combine invent relationship distinguish produce
experiment separate combine invent relationship distinguish produce
report classify infer cause/effect construct plan use
report classify infer cause/effect construct plan use
arrange group show contrast organize synthesize write
arrange group show contrast organize synthesize write
Levels of Questions: OUTPUT
Levels of Questions: OUTPUT
apply principle
expand extrapolate project discuss
apply principle
expand extrapolate project discuss
evaluate judge predict decide hypothesize
evaluate judge predict decide hypothesize
imagine choose create generalize
imagine choose create generalize
build model speculate forecast recommend
build model speculate forecast recommend
Levels of QuestionsLevels of Questions What generalizations can you make
about the uses of each type of question?
What generalizations can you make about the uses of each type of question?
PROCESS
OUTPUT
Recall - What - Factoid
Thinking - How - Interpret
Justify - Expand - Apply Principle
INPUT
ACTIVITYPrivate Universe
ACTIVITYPrivate Universe
While viewing Private Universe, make a T-chart, record questions
asked by interviewer on the left side of your paper and student responses on the right side
While viewing Private Universe, make a T-chart, record questions
asked by interviewer on the left side of your paper and student responses on the right side
Private UniversePrivate Universe
Identify the level of questions asked by the Interviewer.
Discuss student response to each question.
Identify the level of questions asked by the Interviewer.
Discuss student response to each question.
Questions that FacilitateThe Science Thinking
Processes
Questions that FacilitateThe Science Thinking
Processes OBSERVING
Tell us what you see. What does this feel like? Give us information about its shape/size. What do you hear? Point out the properties that you observe. What characteristics seem to be predominant?
OBSERVING Tell us what you see. What does this feel like? Give us information about its shape/size. What do you hear? Point out the properties that you observe. What characteristics seem to be predominant?
Questions that FacilitateThe Science Thinking
Processes
Questions that FacilitateThe Science Thinking
Processes COMMUNICATING
What do you see? Draw a picture of what you see through the
microscope. Plot the data you gathered on a graph. Make a histogram of the number of raisins in slices of
raisin bread. Write up your experiments so it can be replicated by
someone else.
COMMUNICATING What do you see? Draw a picture of what you see through the
microscope. Plot the data you gathered on a graph. Make a histogram of the number of raisins in slices of
raisin bread. Write up your experiments so it can be replicated by
someone else.
Questions that FacilitateThe Science Thinking
Processes
Questions that FacilitateThe Science Thinking
Processes COMPARING
How are these alike? How are these different? Compare these on the basis of similarities and
differences. What is larger/smaller (louder/softer,
smoother/rougher, wetter/dryer)?
COMPARING How are these alike? How are these different? Compare these on the basis of similarities and
differences. What is larger/smaller (louder/softer,
smoother/rougher, wetter/dryer)?
Questions that FacilitateThe Science Thinking
Processes
Questions that FacilitateThe Science Thinking
Processes ORDERING
Which came first, second, last? What is the range in the data you gathered? In what order did these events take place? Where in the order would you place these (for
inserting in a range)? Give evidence of when the pattern repeats itself.
ORDERING Which came first, second, last? What is the range in the data you gathered? In what order did these events take place? Where in the order would you place these (for
inserting in a range)? Give evidence of when the pattern repeats itself.
Questions that FacilitateThe Science Thinking
Processes
Questions that FacilitateThe Science Thinking
Processes CLASSIFYING
On what basis would you group these objects? Put together all those that you think belong together. What is another way in which these minerals can be
categorized? Identify several characteristics you used to classify
these rocks? What grouping best reflects the evolutionary history
of these animals?
CLASSIFYING On what basis would you group these objects? Put together all those that you think belong together. What is another way in which these minerals can be
categorized? Identify several characteristics you used to classify
these rocks? What grouping best reflects the evolutionary history
of these animals?
Questions that FacilitateThe Science Thinking
Processes
Questions that FacilitateThe Science Thinking
Processes RELATING
What factors caused the evenet to take place? Explain why this is a good or inadequate
experimenetal design. State a hypothesis so that it is testable. What is the relationship between the coloration of an
animal, its environment, and its predators? Using this line graph, tell the relationship between
distance and time.
RELATING What factors caused the evenet to take place? Explain why this is a good or inadequate
experimenetal design. State a hypothesis so that it is testable. What is the relationship between the coloration of an
animal, its environment, and its predators? Using this line graph, tell the relationship between
distance and time.
Questions that FacilitateThe Science Thinking
Processes
Questions that FacilitateThe Science Thinking
Processes INFERRING
What can you infer from these data? What arguments can you give to support your
prediction? Explain how we know about quasars. Under what conditions are we able to extrapolate or
interpolate from data? How would you determine how many frogs live in a
pond?
INFERRING What can you infer from these data? What arguments can you give to support your
prediction? Explain how we know about quasars. Under what conditions are we able to extrapolate or
interpolate from data? How would you determine how many frogs live in a
pond?
Questions that FacilitateThe Science Thinking
Processes
Questions that FacilitateThe Science Thinking
Processes APPLYING See who can invent a glider that will stay aloft the
longest time. Design a way to keep an ice cube on your desk all
day without melting. What political points of view must be considered if
we are to protect the migration flight paths of birds over several countries?
What factors must be weighed if experimentation on animals is to take place?
How did different lines of evidence confirm a theory of continental drift?
APPLYING See who can invent a glider that will stay aloft the
longest time. Design a way to keep an ice cube on your desk all
day without melting. What political points of view must be considered if
we are to protect the migration flight paths of birds over several countries?
What factors must be weighed if experimentation on animals is to take place?
How did different lines of evidence confirm a theory of continental drift?
For Additional SupportFor Additional Support
Dean [email protected]
(562) 922-6896
Dean [email protected]
(562) 922-6896