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Deeper Learning through Effective Questioning Georgia Adult Education Conference Mary Ann Corley, Ph.D. September 2016

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Deeper Learning through Effective Questioning: Teacher-Led and Student Self-Questioning

Georgia Adult Education Conference, September 2016

Mary Ann Corley, Ph.D.

PPT #2. Objectives

By the end of this session, participants will be able to

Identify teacher questions that promote critical thinking;

Generate effective question-asking sequences;

Explain the role and the importance of student self-questioning in the learning process;

Identify strategies to encourage student self-questioning

Reflect on their own questioning techniques and set one goal to enhance the questioning

techniques they use in their classrooms.

PPT #3. Self-Reflection: Think & Take Notes—Then Turn & Talk

Think about a time when your students were truly engaged in a discussion and actively

responding to your questions about the topic of the current lesson.

What did you do to promote a discussion that engaged all your students?

What kinds of questions did you ask to interest and engage your students?

Did you encourage students also to ask questions about the topic, and, if so, how did you make

this happen?

Take 8 minutes to think and talk with a partner, and then be prepared to share some of your

successful experiences.

_________________________________________________________________________

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PPT #4. Why Do Teachers Ask Questions?

_________________________________________________________________________

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PPT #5. Questioning Enables You to…

Stimulate interest in a topic

Review and summarize previous lessons

Focus thinking on key concepts and issues

Make student thinking visible and provide immediate feedback to you (the teacher)

Stimulate students’ recall of existing knowledge and experience (activate prior knowledge)

Elicit new ideas

Promote reasoning, problem solving, evaluation, and the formulation of hypotheses—leading to

deeper understanding

Find out what students already know about a topic and probe their comprehension

Help students think about the way they have learned (metacognitive processes)

PPTs #6 & 7. The Earmark of a Good Teacher

“A good teacher makes you think, even when you don’t want to.” (Fisher, 1998, Teaching Thinking)

Teaching is driven by questions

Questions define tasks, express problems, and delineate issues. Answers, on the other hand, often signal a full stop in thought. Only when an answer generates additional questions does a thought

continue its life and go deeper.

Students who have questions are truly thinking and learning.

PPT 8#. Teacher Self-Reflection—Ask Yourself…

Take about 3 minutes to reflect on your own teaching…

1. How many questions do I typically ask in a given class period? ____________________

2. Do I plan my questions in advance of class? yes____ no ____

3. Approximately how many of my questions are recall and comprehension types? ______

4. Approximately how many require inference or prediction? ________________________

5. What wait time do I usually allow following a question? __________________________

6. How do I respond to students’ answers to questions, particularly when they give an incorrect

response? ______________________________________________________

7. Do I ever encourage students to formulate their own questions? yes____ no ____

8. How many different students answer questions? _______________________________

9. Are certain students repeatedly invited to answer? yes____ no ____

10. Are there some students who never answer? yes____ no ____

11. How else do I invite responses, apart from direct questions? _____________________

PPT #9. How Many Students Feel About Questions…

In general, students dislike them, which, in turn, hinders learning. When the first response is incorrect, teachers usually ask a 2nd question, which then leads to

students’ aversion to the 2nd question. If redirection/probing is vague or critical (e.g., “That’s not right; try again”; “Where did you get an

idea like that?”), students may not continue to respond. As a result, achievement does not improve.

Therefore, a teacher’s response to student answers determines whether or not students continue to answer.


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PPT #10. Research on Questioning Tells Us…

When instruction includes asking questions, it is more effective in producing student learning gains than instruction that is carried out without questioning.

Oral questions posed during instruction are more effective in fostering learning than are written questions.

Student discussion increases learning retention as much as 50% (Sousa, 2001).

BUT… 75% of the time, teachers do the talking; 75% of that teacher talk is directive, with almost no

discussion that extends thinking (Flanders). As little as 5% of classroom time is spent on questioning beyond recall. Nearly all questions are teacher-to-student directed; very few are student-to-teacher or student-

to-student (Gall, 1970). Because teachers tend to monopolize the right to question, students come to believe that their

only role is to listen, rather than to actively participate in learning (Chuska, 2003). Students are “talk-deprived” (Alvermann et al., 1996).

PPT #11. The Question is More Important than the Answer

What’s the Research?

So… • On average, teachers ask 80 questions each hour. • Most questions are answered in less than a second

(Hastings, 2003) • The number of questions that students ask in that same

time period is… TWO! (Kagan,1999)

If the classroom climate were to encourage students to ask questions, think how much more students could learn!

PPT #12. Shift from the Recitation Model of Instruction to Real Discussion

From I-R-E To Discussion and Discovery

I—Initiate - Educative, Reflective, Structured

R—Respond - Promoting Critical Thinking E—Evaluate - Engaging students in productive social interaction

(as described by Mehan, 1979) (as advocated by Cazden, 1988, and Wilen, 1991)

Tell me, and I forget. Show me, and I remember.

Involve me, and I understand. - Chinese proverb

PPT #13. “Teaching is the art of asking questions.” - Socrates

Socrates believed that the best way to teach was through dialectic reasoning, or a question-and-answer process, in which students pursue answers to questions in a disciplined, methodical way.

http://www.katekarpo.com/articles.html


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PPT #14. Effective Questioning

Draws connections between previous and new learning Reinforces and promotes the current lesson’s learning objectives Involves all learners, encouraging them to think for themselves Encourages learners…

To speculate and hypothesize To ask as well as to ‘receive’ questions To listen and respond to each other as well as to the teacher

Creates an atmosphere of trust where learners’ opinions and ideas are valued

PPT #15. Different Types of Questions

Open Questions Closed Question “Fat” questions, Higher-order cognitive questions

“Skinny” questions, Lower-order cognitive questions

Invite interpretation or evaluation, No preconceived response

Non-negotiable, Recited answer Recall of fact—only one right answer

Challenge students and develop thinking Appropriate for recall-type questions

PPT #16. Fat and Skinny Questions

Skinny Question Starters Fat Question Starters What is… Who is… When did… How… Name… Where did… Is it true that…

Give 3 reasons why… Why do you think… Make a prediction… What if… Explain… In what ways might… What can you infer from…

PPT #17. Examples of Fat v. Skinny Questions

Closed (Skinny) Questions Open (Fat) Questions “Do you understand?” “Is there anything that you need to perform this task?” “Who is the author of this story?” “In what year was the Battle of the Alamo?”

“How do you keep focused on your work?” “What do you predict will happen to the character at the end of this book?” “Why do you think this story is unrealistic?” “If Rosa Parks had given up her bus seat to a white man in 1955, what do you think would have been the impact on the growth of the Civil Rights Movement in the US? Would it have been different and, if so, how?”

PPT #18. Benefits of Higher Cognitive “Fat” Questions

Using more than 20% higher-order questions produces increase in student learning gains

Using 50% or more increases:

On-task behavior

Length of student responses

Number of relevant contributions volunteered by students

Number of student-to-student interactions

Student use of complete sentences

Speculative thinking on the part of students

Relevant questions posed by students

Teacher expectations about student abilities, especially for students regarded as slow or poor learners


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PPT #19. What Types of Questions Do Teachers Use Most?

60% are lower cognitive (“skinny”) Qs, and most are answered in less than one second, requiring answers that

are either right or wrong

20% are higher cognitive (“fat”) Qs (Hastings, 2003)

20% are procedural Qs (Hattie, 2012)

We need to increase frequency of “fat” questions, but… We should not use fat questions exclusively.

Skinny questions have a purpose—e.g., when helping students commit factual knowledge to memory.

The key to successful questioning is in mixing fat and skinny questions

PPT #20. Questions to Encourage Deeper Thinking and Learning

Questions that Aim for Depth

Questions that Aim for Reasoning

Questions that Aim for Clarification

What other points should be considered?

What questions do you

need to ask?

What are some possible explanations?

How do you know? How could you prove this?

What have we found out? Do you agree or disagree?

Why? When would that happen/not

happen?

PPTs #21 & 22. Questions to Encourage Students to Think Critically

Questions that Ask for… Sample Questions Reasons Why do you say that?

Evaluation of Reasons What reasons support that idea?

Clarification Is that what you meant?

Explanations What are some possible causes?

Evidence How can we prove this?

Definitions What does that mean?

Counter Examples What would that not happen?

Alternatives What would be a different view?

Questions that… Sample Questions Probe Assumptions How do you know that?

Ask for Consequences and Implications What would be consequences be?

Ask for Connections Do those two ideas agree?

Ask for Distinctions How is that different from what was said?

Ask for Questions What questions would be useful to ask?

Ask for Summary of the Content What have you found out?

Summary of the Process What did we do well? What could we improve?

PPT #23. Probing Questions—Dig Deeper

Tell me more about…. Give me an example…. What would happen if… What do you mean by ….Why do you think this is the case? What would have to change in order for…? How did you decide/determine/conclude…? What if the opposite were true? Then what?

Source: Ornstein. A.C. (February 1988). “Questioning: The Essence of Good Teaching, Part II.” NASSP Bulletin.

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=0ahUKEwi8x4LMvrLOAhVBPiYKHZ0qBnUQjRwIBw&url=http://www.presentermedia.com/index.php?target%3Dcloseup%26maincat%3Dclipart%26id%3D3788&bvm=bv.129389765,d.eWE&psig=AFQjCNEajvZa8Lwlsw15vkzrxefPKK3xqw&ust=1470768617418199


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PPT #24. Please Share….

Have you found other questions that work well to encourage deeper thinking, to encourage students to think critically?

If so, please share these with the group.

PPT #25. Common Mistakes Using Questions in Class

Asking too many closed questions, or questions that require a simple yes/no answer Asking too many short-answer, recall-based questions—don’t get to higher (deeper) cognitive

levels Starting all questions with the same stem Posing more than one question at a time (students aren’t sure which one to answer, and teacher

may have trouble planning follow-up Qs) Not allowing sufficient wait time so that learners can reflect on the question and possible

responses Focusing on a small number of learners and not involving all students

PPT #26. Four Strategies for Effective Questioning

1. Move from simple to complex questions (Refer to DOK Level Chart) and always advance plan questions at various levels of complexity.

2. Allow ample wait time for students to process questions and formulate answers.

3. Use collaborative learning—i.e., set up pairs or groups to answer more difficult questions.

4. Encourage student-generated questions about the topic of the lesson.

PPT #27. Step 1. Move from 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.

Always advance plan questions at various levels of complexity.

PPT #28. Depth of Knowledge (DoK) Levels

Level of Complexity Action

Skill/Concept (Basic Reasoning)

Use of Information categorize, classify, estimate, predict, construct, identify patterns, compare, make observations

Strategic Thinking/Reasoning (Decision-Making and Justification)

formulate, hypothesize, cite evidence, compare, investigate, develop a logical argument

Extended Thinking/Reasoing (Research & Investigation)

connect, synthesize, critique, analyze, create, prove


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PPT #29. Webb’s Depth of Knowledge

DOK Level 1

Verbs: arrange, calculate, define, draw, identify, list, illustrate, match, memorize, recognize, tell…

Focus: on specific facts, definitions, details, or procedures

Note: There’s one correct answer, and a combination of Level 1s does not make the

question a Level 2

DOK Level 2

Verbs: categorize, cause/effect, classify, compare, distinguish, estimate, graph,

interpret, modify, predict, relate, show, summarize…

Focus: on applying skills and concepts, explaining how or why

Note: There’s one correct answer

DOK Level 3

Verbs: assess, cite evidence, conclude, construct, critique, develop logical argument, differentiate,

formulate, hypothesize, investigate, revise…

Focus: on reasoning and planning in order to respond; complex and abstract thinking required;

defending reasoning or conclusions

Note: Has multiple answers or approaches

DOK Level 4

Verbs: apply concepts, analyze, connect, create, critique, design, prove…

Focus: on complex reasoning, planning, and thinking; complex and abstract thinking;

make real-world applications to new situations

Note: Has multiple answers or approaches; often requires extended time periods with

multiple steps


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PPT #30. DoK Wheel


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PPTs #31 & 32. Small Group Activity

Form a group of 3 or 4. Select one of the pictures below. What questions can you ask about that picture? Develop at least one question at each of DoK levels 1, 2, and 3. Be prepared to share your questions with the group.

PPhoto #: _____

DoK Level 1

Questions:____________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

DoK Level 2

Questions:____________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

DoK Level 3

Questions:____________________________________________________________________________

_____________________________________________________________________________________

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PPT #33. Step 2. Allow Adequate Wait Time

Research shows that… Average wait time teachers allow after posing a question is one second or less, giving students

little time to process the questions before answering. When teachers waited 3 to 5 seconds, improvements occurred across 10 variables, including

inference and speculation (Rowe). Students whom teachers perceive as slow or poor learners often are given less wait-time than

students perceived as more capable. For lower cognitive questions, successful wait time is 3 seconds. For higher cognitive questions, the more wait time teachers give, the more engaged students

become and the better they perform.

PPTs #34 & 35. What 3 or More Seconds of Wait Time Means…

For students:

Increases…

Flexibility of teacher responses (Teachers listen more and engage students in more

discussions.)

Expectations for students usually perceived as slow

Number of higher cognitive questions asked

Expands the variety of questions asked

For teachers:

Increases…

Flexibility of teacher responses (Teachers listen more and engage students in more

discussions.)

Expectations for students usually perceived as slow

Number of higher cognitive questions asked

Expands the variety of questions asked

PPT #36. Step 3. Use Collaborative Learning

Use think-pair-share, or think-write-pair-share, to allow students to respond to questions cooperatively.

Ask students, in small groups, to ‘Unpack their thinking’ by describing to group how they arrived at an answer (promotes

metacognition). Summarize individual and class responses to key questions

(promotes active listening). Employ prediction strategies and discuss. Use analogies: How is this like..? Analyze points of view.

PPT #37. Step 4. Encourage Student-Generated Questions

Invite students to make up questions about a topic that has been taught, promoting a sense of

inquiry.

When a student asks a question, instead of the teacher answering, invite other student(s) to.

Assign classwork (or homework) of generating a question about the topic of the current lesson.

Give rewards for good questions instead of good answers.

Invite individual students to teach parts of a lesson, including appropriate questions.


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PPT #38. The Question Formulation Technique (QFT)

1. Teacher chooses a phrase to set the topic, e.g., “Plate tectonics affects geography and communities.”

2. Students, in groups, generate as many questions as possible.

3. Students work on refining their questions.

4. Students prioritize their questions, deciding on which are the strongest.

5. Students decide how to use the questions.

6. Students reflect on what they have learned. (- Dan Rothstein & Luz Santana, 2011)

PPT #39. Classroom Norms for a Culture of Higher-Order Questioning

Provide students with direct instruction, modeling, and guided practice on how to formulate higher-order questions.

Increase think time and wait time when asking students to respond to higher-order questions. Talk less, ask more. Ask questions that progress from simple to complex. Provide opportunities for students to rethink and restate responses. Avoid “yes or no” questions. Avoid having a few students dominate the conversation/ questioning/answering.

“Good teaching is more a giving of right questions than…right answers.” - Josef Albers

PPT #40. In Summary, Tips for Asking Better Questions

Plan your questions at a variety of levels—Planning is essential!

Sequence questions to move from recall-type or closed-ended questions to higher level and

open-ended questions.

Move from the known to the unknown—start by asking what students already know.

Involve the whole class in answering questions and in generating new questions, based on

responses given.

Use think-pair-share or think-write-pair-share strategies to allow students to answer questions

cooperatively.

Provide think time (wait time) after posing a question.

Model effective questioning techniques and provide opportunities for practice.

PPT #41. Guidelines for Effective Questioning

“Your Honor, I object!

This line of questioning is making my client look really bad.”


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PPT #42. Teacher Self-Reflection

No. Question Yes No

1 Do I plan in advance and decide on the purposes for my questions?

2 Do I ask questions that…

Are at an appropriate level for the materials being covered?

Reflect the intended learning objectives?

Require students to think at different intellectual levels (DoK 1, 2, 3)?

3 Do I allow adequate, appropriate wait time after posing questions in class?

4 Do I encourage students to explain the reasons for their answers?

5 Do I give students feedback that encourages them to reflect on their learning?

6 Do I give all learners opportunities to react with me and with other students?

7 Do I allow time for students to debate issues?

8 What specific problems have I encountered when asking questions or giving feedback?

9 What are the strengths and weaknesses of my techniques for questioning and giving feedback?

10 How can I improve my questioning and feedback techniques?

PPTs #43 & 44. Student Self-Questioning Leads to Deeper Learning

What is Self-Questioning?

The internal dialogue of a learner made verbal

The process of encouraging students to formulate and internalize their own questions based on

the content they are learning.

The process of generating questions before, during, and after performance of a learning task,

such as reading, to make meaning of text.

Why Encourage Student Self-questioning?

To build students’ metacognition and give them a better understanding of the material they are

attempting to learn.

Good questions can guide the search for information, lead students to consider new ideas, and

prompt new insights.

For skilled readers, questioning is automatic—they may not even realize they are doing it.

PPT #45. Students who Ask Questions as They Read…

Improve their comprehension

Remember what they read

Are active readers

Become better readers


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PPT #46. Self-Questioning as Part of Self-Regulated Learning

For adult basic education students to achieve deeper learning, they must become self-regulated

learners.

SRL = the processes by which individual learners attempt to monitor and control their own

learning

We can teach students to take control of their learning by using procedures/strategies such as

self-instructions

goal setting

self-monitoring all part of self-regulated learning.

self-reinforcement

self-questioning

PPT #47. Self-Regulated Learning

PPTs #48. Self-Questioning as a Cognitive Strategy

K What do I know about the topic of the text? Ask Before Reading

W What do I want to learn from the text? OR What do I think I will learn from the text?

Ask Before Reading

L What did I learn from the text? Ask After Reading

PPT #49. Metacognition: Thinking about One’s Own Thinking

Monitor own understanding Determine the strategy/ strategies to improve one’s understanding Implement the strategy/strategies Continually evaluate one’s understanding

PPT #50. Self-Questioning as a Metacognitive Strategy

Planning—How to Approach a Task

What is the nature of the task/

What is my goal?

What kind of information and strategies do I need?

How much time and resources do I need?

Monitoring One’s Own Progress

Do I have a clear understanding of what I am doing?

Does the task make sense to me?

Am I reaching my goals?

Do I need to make changes?

Evaluating a Completed Task

Have I reached my goal?

What worked?

What didn’t work?

Would I do things differently the next time?

Cognition

Metacog-nition

Motivation


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PPT #51. Self-Questioning in Solving a Math Problem

PPT #52. Self-Questioning In Reading

PPT #53. Self-Questioning In Writing

•What kind of math problem am I solving?

•Have I ever done this before?

•Is there more than one problem to solve in this sentence?

Planning

•Am I using the proper strategy to solve this problem? (addition, subtraction, etc.)

•Am I leaving out anything important in this task?

•Am I making any mistakes?

Monitoring

•How do I know that this answer is correct?

•Did I check my answer?

•Why should I feel that my answer is correct?

Evaluating

When to Use Sample Questions

Before Reading

From the title, headings, illustrations, etc., what does this reading selection seem to be about? What do I already know about the topic? Is the text literacy or informational?

During Reading

Who or what is this reading about? What’s the main idea of this reading or the problem of the story? What is happening to the who or what? What is the problem? What are attempts to solve the problem? What do I think will happen next? Are there words or concepts that are unfamiliar to me? If so, what context clues can I use to help me figure out the meanings of unknown vocabulary and concepts?

After Reading Do I understand what this says? If not, what can I do to make it clearer? Can I summarize what I have read? What do I think about it? How does it relate to my life?

When to Use Sample Questions

Before Writing (Planning, Pre-Writing)

Who is the audience for this? What is the purpose of this writing? What is the big idea or thesis of the piece? What do I want to convey to my readers? What smaller ideas/points do I want to make to help my readers understand my big idea?

During Writing (Drafting)

What examples can I use to help my readers understand each point? What evidence do I have that each point is true/valid? How many examples should I use? Are there words or concepts that are unfamiliar to me? If so, what context clues can I use to help me figure out the meanings of unknown vocabulary and concepts?

After Writing (Revising)

What do I think of the piece so far? How well do my first paragraph and my last paragraph tie together to make a coherent piece? Will my readers understand what my paper is about? How can I improve the piece?


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PPT #54. Benefits of Self-Questioning

Can foster rich class discussion.

Can improve performance on a task, e.g., comprehension can be enhanced through more active

reading and thinking.

Can teach students to monitor their own performance and comprehension.

PPT #55. Promote Independence by Gradually Releasing Responsibility

PPT #56. Set One Goal to Enhance Your Own Professional Growth

1. What strategy do you want to try to refine your questioning techniques or to encourage student

self-questioning?

_____________________________________________________________________________

_____________________________________________________________________________.

2. How will you do it? How often will you use it?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________.

3. How will you monitor your progress and your students’ progress—i.e., how will you know whether

your new strategy is having an effect on student learning?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________.


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PPT #57. Additional Resources

1. “Instruction that Sticks: The Right Question,” by San Rothstein and Luz Santana,

Educational Leadership, October 2014, Vol. 92, No. 2

http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/The-Right-

Questions.aspx

2. Questioning Strategies, Center for Innovation on Teaching and Learning,

http://citl.illinois.edu/teaching-resources/teaching-strategies/questioning-strategies

3. Teaching after Reading Self-Questioning Strategies, University of Kansas

http://www.specialconnections.ku.edu/?q=instruction/reading_comprehension/teacher_tool

s/teaching_after_reading_self_questioning_strategies

4. TEAL Fact Sheet No. 3, Self-Regulated Learning,

https://teal.ed.gov/sites/default/files/Fact-Sheets/3_TEAL_Self%20Reg%20Learning.pdf

5. TEAL Fact Sheet No. 4, Metacognitive Processes,

https://teal.ed.gov/sites/default/files/Fact-

Sheets/12_TEAL_Deeper_Learning_Qs_complete_5_1_0.pdf

6. TEAL Fact Sheet No. 12, Deeper Learning Through Questioning,

https://teal.ed.gov/sites/default/files/Fact-

Sheets/12_TEAL_Deeper_Learning_Qs_complete_5_1_0.pdf

7. Tips from Teachers: Improving on the ‘Questioning’ Indicator, Tennessee Department of

Education, http://team-tn.org/wp-content/uploads/2013/08/Tips-for-Teachers1.pdf

8. How will you monitor your progress and your students’ progress—i.e., how will you know

whether your new strategy is having an effect on student learning?

PPTs #58—60.

“In the middle of difficulty lies opportunity.

The important thing is not to stop questioning.” - Albert Einstein

Comments?/Questions?

Thank you for your interest and support!

Best wishes as you try out some of these questioning strategies!

Supplementary Self-Assessment Materials on Next Two Pages….


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ANALYZING YOUR OWN PRACTICE OF USING QUESTIONS

Red Amber Green

1 Do your questions reinforce/ revisit the learning objectives?

2 Does your questioning engage students in thinking for

themselves?

3 Do you involve all pupils?

4 Do you use the ‘individual, work as a pair, share as a group,

present to the class’ method to its best effect?

5 Do you model for students the sort of questions they might want/

need to ask?

6 Do your questions show connections between previous and new

learning?

7 Do your questions motivate?

8 Do you ask students to explain their thinking?

9 What do you do when you ask ‘What makes you think that?’ and

get the answer ‘I don’t know’? Do you provide other, extending

questions: ‘What other alternatives did you consider?’, ‘Why did

you reject them?’, ‘What makes this choice the best?’

10 Do you reflect back? ‘So, if I’m right what you’re saying is….’

11 Do you ask students to listen accurately? Summarize?

Speculate?

12 Do students listen and respond to each other as well as to you?

13 Do you promote justification and reasoning?

14 What about speculation and hypothesis?

15 Can you encourage upside–down thinking by asking for the

opposite point of view, or an outrageous alternative?

16 Do you encourage thinking about thinking through your use of

questions?

17 Do you provide opportunities for students to explain the

processes they chose, as well as to describe the outcome?

18 Do you foster an atmosphere of trust where students' opinions

and ideas are valued?

19 Do you stage or sequence questions with increasing levels of

challenge?

20 Do questions feature in your medium term and short term plans?


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Activity for Improving Your Questioning

Try this exercise to check your current questioning techniques, and then see whether your practice improves. Tape-record a 5-minute question-and-answer session. Fill in the grid when you play the tape back. Then try the same activity again, after planning to include a wider range of questioning activities.

Adapted from Training Materials for the Foundation Subjects, Module 4 Questioning (Crown. 2002).

• Did your questioning improve as you became more conscious of the techniques you

were using?

• Were the questions used to drive the learning objectives forward?

• Did your questions have increasing levels of challenge?

• Were the questions helping to develop thinking at various DOK levels?

Questioning

Activity

Number of Occurrences in

5-minute session (first sample)


5-minute session (second sample)


5-minute session (third sample)

Closed – factual information and comprehension

Open – prompting more than one answer

Time for reflection before answer required

Further prompts to elicit extended answer

Opportunities for students to explain why they offered that response

Opportunities for students to confer before answering

Teacher initiates, students respond, teacher provides feedback

Students initiate their own questions

Documents

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