Effective Questioning PDF 1211918331526727 8

7/31/2019 Effective Questioning PDF 1211918331526727 8

1/30


2/30

What is a good

question?

When do weask questions?

Whoneedstobeagoodquestioner?

When are questioning skills important

outside of school? What does a goodquestion do?

What are we

looking forwhen children

answer

questions?


3/30


4/30

They tend to be RECALL questions ratherthan questions requiring higher level thought.

From Studies done in classrooms

1 every 2/3 seconds


5/30

Active

thinking

All ideas considered

No put

downsOne at a

timeBuild onideas of

others

Respectful

challenges of

ideas


6/30

Feels LikeMy questions will be valued

I am comfortable to ask a question thatchallenges a point of view

My peers will respond courteously

when I ask a questionI respect different views

I am confident to ask left-of-field

questions

Sounds LikeStudents taking initiative for askingquestions

Different types of questions being

askedResponding positively to each

others questions.A range of responses being givento a question

Seeking clarification or more detailQuestions being sustained

Looks LikeListening attentively to questionsEngaging with each others

responsesTeachers and students asking

questionsConsideration given to responses

Think time being used

An ideas centred discussion rather

than a teacher or student centred

one.


7/30

A questioning friendly

classroom is a place where:

Student responses toquestions are put down Teachers are seen as thequestion-askers and students

as the question-answerers Students recited a response toa question rather than discuss

it Students are concerned withexpressing their viewpoint

rather than responding towhat someone else has said.

Different responses to aquestion are encouraged Students build on each othersresponses Students are prepared tochallenge or contest aresponse Students take risks and offerdivergent ideas and opinions Students generate questionsfor discussions.

A questioning-friendly

classroom is not a place where:


8/30

Classroom Discussion Structures Engage with teacher Aim to get to some

teacher-decided idea Teacher asks aquestion or evaluates

idea after everystudent comment Teachers helps directstudents to the

answers so they

make progress

Teacher Centred


9/30

Classroom Discussion Structures Engage with each

other Aim is all studentscontribute Each comment isusually on a different

point so little progress Aim is to get anoutcome Some students try todominate or itbecomes a debate so

little progress

Student Centred


10/30

Classroom Discussion Structures Students engage with

student ideas Students makeconnections &

distinctions, critically

evaluate, challenge

and build Teacher and studentsensure the inquiry is

rigorous, so they

make progress Better and worseanswers

Inquiry Community


11/30


12/30

Look at the big questions - the

underlying concepts

Example One:What is a number? Are numbers created or discovered? Could numbers be different to how theyare now?


13/30


underlying concepts

Example Two:What is fitness?What is health?Is fitness the same or different to health?


14/30


underlying concepts

Example Three:What is knowledge?What does it mean to know something?Is all knowledge the same?


15/30

Look at the important questions - the

questions we should strive to answer

and are central to our livesExample: FriendshipWhat does it mean to be a good friend?How shall I treat my friends?How can I be a better friend?


16/30

Look at challenging questions - when we

know that children will not know the

answer or even how to find out the

answerExample: Petone ForeshoreWho should have the rights over the

foreshore in Petone?


17/30


18/30

Single answer or limitednumber of answers

eg What is 6x6? How did youtravel to school?

ClosedConvergent

OpenDivergentSkinnySimple

Many possible answers and notonly one correct answereg How could the schoolassemblies be improved?

Little explanation requiredRequires recall, knowledge and

comprehensioneg What makes a healthy lunch?

Requires a degree ofexplanation and interpretation

How could you encouragechildren to eat healthier lunches?

FatComplex


19/30


20/30

Training kids into thinking question

routines.


21/30

Use questioning frameworks to help

extend types of questions

ImprovementWhat are the

weaknesses and how

can we improve it?Direct Action

How do we feel about...

and what are the

dangers?ExplanationWhat do we know and

what are the possible

explanations?Design

How can we make our

environment better?

CautionWhat are the possible

dangers?

EmotionsHow do we feel? What do

we know? What can we do

about it? What is the

conclusion?Assessment

What are the good

points and how can we

summarise them?Evaluation

How well did you do...


22/30

Event Situation Choice Person Reason MeansPresent What is? Where/when is? Which is? Who is? Why is? How is?

Past What did? Where/when did?

Which did? Who did? Why did? How did?

Possibility What can? Where/when can? Which can? Who can? Why can? How can?

Probability Whatwould? Where/when would? Whichwould? Who would? Why would? How would?

Prediction What will? Where/when will? Which will? Who will? Why will? How will?

ImaginationWhat might? Where/when might? Whichmight? Who might? Why might? How might?


23/30

What do I do next? How can I best approach this nextstep?, This next challenge? This

next frustration? What thinking tool is most apt tohelp me here? What have I done when I've beenhere before? What worked or didn'twork? What have others tried

before me? What type of question would helpme most with this task? How do I need to change myresearch plan?

Strategic Questions Elaborating Questions What does this mean? What might it mean if certain

conditions and

circumstances changed? How could I take this farther?What is the logical next step?What is missing? Whatneeds to be filled in? Reading between the lines,what does this REALLYmean? What are the implied orsuggested meanings?

http://fno.org/nov97/toolkit.html


24/30


25/30

Ask less questions and make them challenging

Wait 3 seconds after askingquestion

Wait 3 seconds after questionanswered

Thinking Time

ModelEnforce


26/30

Move from the teacher as a

questioner who sifts through answers

looking for the correct one

The teacher treating each response

by a child as an opportunity to

improve their thinking - being acoach for thinking!

Couldyoutellusalittlemoreaboutthatidea?

Howelsecou

ldwethin

kabout

this?


27/30

Strategy Description ApplicationDemonstrate

listeningShow your students you are

interested in their response. Initial

response may be fragmented or

disjointed as students grapple toclarify their ideas.

Use non-verbal signals such

as facial expressions, a nod,

eye contact, sitting forwardSustain the

QuestionUse probes that encourage

clarification, extension or

elaboration of a response.

Encourage a range of responses

to the one question.

Does anyone have a different

opinion? Could you tell us a little

more about that idea? Can you

provide some evidence to

support your view?

Allow wait time

Learn to be comfortable with

the silences so that wait time

is extended. Tell students why

you are waiting.Use affirmative non-verbal

signals that show engagement

and provide encouragement.Minimise

feedback

Affirm student responses but

avoid excessive praise which

may silence alternative

responses.

Thats an interesting point of

view. Yes, thats one way. Can

anyone add to that? Thank

you for that idea.

Vacate the floorRedirect student responses or

comments. Breaking the sequence

makes students aware that talk

doesnt always have to be directed

through the teacher and

encourages student dialogue.

Would anyone like to respond

to that idea? What can you

add to that response? How

consistent is that response

with what you think?


28/30


29/30


30/30

It is better to know some of thequestions than all of the answers.

James Thurber (1894 - 1961)

Judge of a man by his questionsrather than by his answers.

Voltaire (1694 - 1778)

Documents

Effective Questioning PDF 1211918331526727 8