thinking through quality questioning facilitated by trisha carroll, kedc instructional...
TRANSCRIPT
Thinking Through Quality
Questioning
Facilitated by Trisha Carroll, KEDC Instructional Consultant/Director
Social Studies NetworkMay 2, 2014
Slides and Content from: TTQQ – Jackie Walsh & Beth Sattes
How can quality questioning enhance teacher and student thinking and learning?
(c) Walsh & Sattes, 2013
Essential Question
1. To explore the connections between classroom questioning and student thinking and learning
2. To understand the characteristics of questions that activate student thinking and learning
(c) Walsh & Sattes, 2013
Learning Targets
What? Think-Puzzle-Explore
Why? To make meaning of the learning targets, connect to prior knowledge, and stimulate curiosity about the topic under study
How? Select one of the learning targets, identify what you think you know and any questions you have about it. (page 7, Activity Packet)
(c) Walsh & Sattes, 2013
What Do I Know and Want to Know About the Learning Targets?
What is our understanding
of thinking?
Think is the 12th most used verb in the English language…but how well do we understand what it means?
--Making Thinking Visible, p. 5
(c) Walsh & Sattes, 2013
What is Thinking?
What do we mean when we say, “Students should be engaged in
higher level thinking”?
Stand up and find a “thinking partner.”
Turn to p. 12 in your Activity Packet, and read the excerpt from Sawyer related to “Thinking in the Knowledge Economy.”
Turn to your partner, and say something about this excerpt. Listen as your partner says something about the passage.
(c) Walsh & Sattes, 2013
Thinking in the Knowledge Economy: Say Something
(c) Walsh & Sattes, 2013
Create a Culture for Thinking
(c) Walsh & Sattes, 2013
Characteristics of Classroom Culture for Thinking and Learning
What do you consider to be the characteristics of a classroom culture
that nurtures student thinking and learning?
Turn to an elbow partner to discuss this question…
(c) Walsh & Sattes, 2013
Which of the following visuals is most similar to the classroom culture you
envisioned? Select 1.
Sea Shore Jungle
Flower Garden Ocean Reef
Classroom Norms Purposes of Questioning
Wait Times
Participation
Refer to page 15 – Here’s What, So What? Pair
Conversation
(c) Walsh & Sattes, 2013
Norms to Create a Culture for Thinking and Learning
Attend to the
Question
Bring Questio
n to Workin
g Memor
y & Decode
Search Long-term
Memory for
Relevant Knowled
ge
Bring Relevant Knowled
ge to Working Memory & Form
a Respons
e
Answer Question Out Loud
(c) Walsh & Sattes, 2013
Answering As a Process: How does this connect to your understanding of “thinking?”
The length of time a teacher waits after a student stops talking in response to a question before giving feedback or calling on another student…(Minimum: 3-5 seconds)
(c) Walsh & Sattes, 2013
Wait
Time
2
Provide Time to Process
Responding to questions matters. “So when teachers allow students to choose whether to participate or not . . . they are actually making the achievement gap worse.” —Dylan Wiliam, Embedded Formative Assessment, p. 81
(c) Walsh & Sattes, 2013
Responding Matters:Think-Pair-Share
Hold students accountable for formulating responses to questions.
Develop student capacity to ask questions.Provide opportunities for students to learn
collaboratively.Teach skills of collaborative discussion.
(c) Walsh & Sattes, 2013
Developing Student Response-ability
Central to ELA Speaking and Listening Standards Focus of Kentucky Teacher Evaluation
—3B: Questioning and Discussion Techniques
(c) Walsh & Sattes, 2013
Teach Skills of Collaborative Discussion
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
(c) Walsh & Sattes, 2013
ELA Speaking & Listening Standards—Comprehension and Collaboration
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
(c) Walsh & Sattes, 2013
ELA Speaking & Listening Standards—Comprehension and Collaboration
Accomplished Exemplary
Questions designed to promote thinking and understanding
Teacher provides adequate time for students to respond
Teacher engages most students in discussion, employing a range of strategies
Teacher uses a variety of questions to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition.
Students formulate many questions, initiate topics, and make unsolicited contributions.
Students themselves ensure that all voices are heard in the discussion.
(c) Walsh & Sattes, 2013
KY Teacher Evaluation—3BQuestioning & Discussion Techniques
Recitation is the most common context for classroom questioning. Typically, the teacher asks a question, calls on one student to respond, gives an evaluation of the rightness or wrongness of the answer, and asks another question.
This is also called I-R-E…Initiation, Response, Evaluation
Turn to an elbow partner and discuss how this questioning strategy can be a strength and a weakness in your classroom.
(c) Walsh & Sattes, 2013
Recitation
According to research, discussion appears in classrooms less than 3 percent of the time. In discussion, the teacher typically poses one open-ended question. Students are challenged to think deeply, listen respectfully to one another, and develop new understandings.
The teacher question provides focus. Student thinking and interactions determine the depth and dimensions.
(c) Walsh & Sattes, 2013
Discussion
With a partner, review the rubric. 1.Think together about how this rubric might
support student participation in discussion.
2. Consider how this rubric relates to student and teacher behaviors suggested in the following:
KY Teacher Evaluation—3B – Questioning and Discussion Techniques
(c) Walsh & Sattes, 2013
Rubric for Assessment of Student Skills for Discussion
Determine content focus. Consider instructional function. Stipulate expected cognitive level. Match to social context. Polish grammar and word choice.
(c) Walsh & Sattes, 2013
Frame Quality Questions
Aligned with learning goals? (Rigor) Promotes identified content standard(s) Related to identified student learning target
Addresses student needs, interests, and experiences? (Relevance) Within students’ zone of proximal
development Related to real-world experiences
Connected to other concepts in subject under study or to other subjects? (Relationships)
(c) Walsh & Sattes, 2013
1. Content Focus
Knowledge Dimension of Revised Bloom Factual Knowledge
Conceptual Knowledge Procedural Knowledge
Metacognitive Knowledge
(p. 22, TTQQ)
(c) Walsh & Sattes, 2013
Consider the Type of Knowledge Embedded in Standard (Rigor)
Content under study
Content from other
subject areas
Personal interests
, experience; real-
life applicati
ons
(c) Walsh & Sattes, 2013
Consider the Interconnectedness of Knowledge Across Students’ Experiences
(Relevance & Relationships)
Christenberry’s Questioning Circles, p. 24, TTQQ
“I suggest that there are only two good reasons to ask questions in class: to cause thinking and to provide information to the teacher about what to do next.”
—Dylan Wiliam, Embedded Formative Assessment, p. 79
(c) Walsh & Sattes, 2013
Purposesfor Questioning
What instructional function is the question intended to further?
(c) Walsh & Sattes, 2013
√ Essential Question (integrating unit or lesson of study)
√ Hook Question (motivating/engaging)
√ Diagnostic Question (activating prior knowledge/conceptions)
√ Check for Understanding (formative assessment)
√ Probing/scaffolding (getting behind student thinking; assisting in concept development)
√ Inference Question (drawing conclusions)
√ Interpretation Question (inviting analysis)
√ Transfer Question (using in novel settings)
√ Predictive Question (strengthening cause & effect thinking)
√ Reflective Question (supporting metacognitive thinking)
“Learning is a consequence of thinking.” David Perkins, Smart Schools
. . . . . . . . . . . . . . . . . . . . . . . .
Remembering is a consequence of processing information—making personal meaning, making connections to what one already knows, transferring learning to a new setting, and so forth.
(c) Walsh & Sattes, 2013
Cognitive Level
What? Jigsaw
Why? Deepen understanding of six levels of the Revised Bloom Taxonomy by learning about and teaching one; strengthen shared understanding of the kind of thinking required at each cognitive level
How? Use Jigsaw Cooperative Learning as outlined on activity sheet, p. 22
(c) Walsh & Sattes, 2013
Cognitive Dimensions of Revised Bloom Taxonomy
Check for Understanding (formative assessment): The purpose is to determine if students understand the passage and know how to identify an argument and find evidence in the text to support the argument. (Check for both reading comprehension and text analysis)
(c) Walsh & Sattes, 2013
Instructional Function
What? Rewriting Questions to Improve Quality
Why? To reinforce the characteristics of QQ’s and to think about strategies for improving the quality of an already formulated question
How? Facilitator modeling and pair conversation using examples on pp. 27-28 of Activity Packet.(c) Walsh & Sattes, 2013
Analyzing and Editing Questions
Original Question: What were the major problems facing the United States that led to the Civil War, and how would life be different today if the southern states had not seceded?
Revisions:
(c) Walsh & Sattes, 2013
How Does the Rewording Improve the Question?
Expect thoughtful responses Afford time for thinking Scaffold thinking and responding Make thinking visible
(c) Walsh & Sattes, 2013
Strengthen Thinking-to-Learn Behaviors
1. To explore the connections between classroom questioning and student thinking and learning
2. To understand the characteristics of questions that activate student thinking and learning
(c) Walsh & Sattes, 2013
Learning Targets
How can quality questioning enhance teacher and student thinking and learning?
(c) Walsh & Sattes, 2013
Essential Question
Reflect on your learning experience in this session.
Complete the reflection for the session, and leave this in the center of your table as you depart.
Thank you for your participation in today’s professional learning session.—Trisha Carroll“Be open to wondering and asking, not
just knowing and answering.”
(c) Walsh & Sattes, 2013
Connect-Extend-Challenge: A Final Thinking Routine