Upgrading Your Input: Cues and Questions

Valerie Espinoza vespinoza@psd1.orgShannon Lockard slockard@psd1.org

Objectives

Understand the levels of cues and questioning (Bloom’s Taxonomy and ELD)

Analyze levels of questions in order to deepen comprehension

Apply strategies through the GLAD model to meet state standards

Learn from yesterday, live for today, hope for tomorrow. The

important thing is not to stop questioning. 

~ Albert Einstein

What are Cues and Questions?Cues

involve “hints” about what students are about to experience.

Cueing and questioning

might account for as much as 80 percent of what occurs in a given classroom on a given day. (see Davis, O.L., & Tinsley, 1967;

Fillippone, 1998)

Did you ever stop to think, and

forget to start again? 

~Winnie the Pooh

Purpose of Cues and Questions

Activate background knowledge

Prepare students to expect new information

Set learning objectivesAssess learning

The important thing is not to stop questioning.  Curiosity has its own reason for existing.  One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality. 

~Albert Einstein

Bloom’s Taxonomy-Revised

Remember (knowledge)Understand (comprehension)ApplyAnalyzeEvaluate Create (synthesis)

“Asking the Right Question”1.Decide who will be partner A and partner B2.Partner A reads first section, Partner B asks a

“Remember” level question, Partner A answers it.3.Partner B reads second section, Partner A asks a

“Understand” level question about the first two sections, Partner B answers it.

4.Continue switching back and forth until you and your partner have read all six sections, asked a question from all six levels of Bloom’s and responded to the questions.

10/2

Which questions were the easiest to formulate and answer? Why?What implications does this have for your teaching?

Bloom’s Taxonomy and ELL“Asking the Right Question”

– Examples higher level questions for all levels of ELL

GLAD leveled questions–Point to–Yes/No–Either/Or–Open-ended

ELD Stem Questions

Upgrading Your Input

Insert input chart

Upgrading Your Input

Insert input chartWrite enduring understanding

underneath input

10/2

How do the levels of questioning support language acquisition?

Learning Log Name:________ Text You

ELD Review

10/2/2

What did you notice about the level of engagement for the English language learners?What connections can you make between the video and your teaching?

Never be afraid to sit awhile and think. 

~Lorraine Hansberry, A Raisin in the Sun

Graffiti Wall

1. Write as many questions as you have groups in your class on large white paper.

2. As groups, writing in their group color, students will answer your question and then write one of their own.

3. Groups continue to answer and ask questions until you choose to end the task.

Graffiti Wall

10/2/2

How does the Graffiti Wall assess comprehension through questioning?How can you use the Graffiti Wall in your classroom?

Learning Log Name:________ Text You

What is important about questions?

…become less

concerned with right

answers and more

concerned with good questions.