National Behaviour Support Service QuIP · QuIP (McLaughlin, 1987) is a writing strategy that improves comprehension of expository or informational texts. It provides a framework

QuIP Questioning with Bloom & Summarising

QuIP – Questioning with Bloom & Summarising

Purpose of QuIP:

QuIP (McLaughlin, 1987) is a writing strategy that improves comprehension of expository or informational texts. It provides a framework for initiating research, structuring writing and summarising. Students choose a topic and develop two or three related questions and then read to gather information to answer their questions. They then turn their answers into a summary paragraph. The strategy is used before reading (generating questions), during reading (collecting the source information) and after reading (writing the summary). By using the QuIP (questions into paragraphs) strategy, students learn to summarise by graphically organising information and synthesising it in writing and by synthesising, students also improve their reading comprehension. This strategy can be used with pairs, groups or individually.

Explicitly Teaching QuIP:

Step 1 Choose a piece of text to summarise and demonstrate the strategy. Display a QuIP chart and explain to students that this strategy will help them break down the process of questioning, researching and summarising. Read a piece of text and then think out loud demonstrating what questions that come to mind about the topic and/or what you want to find out more about and/or if there was there something that was unclear to you. Record all questions on the board or on a flipchart. Use Bloom’s taxonomy to develop lower to higher order questioning. Bloom’s taxonomy question stems and keywords are contained in this handout.

Step 2 Provide copies of a QuIp chart to students. Have students write the topic title at the top of the chart and then pick two questions (from the questions recorded in step 1) and write them in the ‘Question’ column on the QuIP chart. Ask students to fill in their charts with the same questions.

Step 3 Discuss the concept of finding information using different sources (e.g. textbook, articles, magazines, web, etc). You may want to provide a collection of other sources on the topic being explored. Now model researching the two questions (chosen in step2) by note-taking or highlighting as you read from selected sources and texts. Fill in your answers on the QuIp chart as you. Have students record this information also.

Step 4 Explain to students that the next step is to summarise the information. Demonstrate how to turn the question into an opening statement. Then summarise your answers into an informative paragraph. Model how choosing the facts to include and to leave out are dependent on what the ‘main idea’ of the paragraph is. Using a variety of texts and topics have students practise using the strategy in pairs and groups until they can use it independently.

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Reading, Writing and Learning Strategy

Before During and After Reading Strategy

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Strategy – QuIP National Behaviour Support Service

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QuIP – Questions into Paragraphs

Title:

Question Record the question that you would like to explore here.

Source Write the title of the text or website, etc that you used to research the question here.

Answers Record notes that will help you answer the question.

(See pages 7 & 8 for question stems)



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QuIP Chart

Directions: 1. Explain to students that summarising involves extracting essential information from a text.

2. Demonstrate by sharing the chart and selecting a topic. Remind students to create higher order questions when developing questions – see page seven and eight.

3. Students then work with a partner and generate questions. Using two sources students complete the chart and discuss their responses Discuss completed QuIPs with the class.

Questions

Answers

Questions Source 1 Source 2

a.

b.

c.

(See pages 7 & 8 for question stems)



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QuIP Chart

Questions

Answers

Questions

Source: Source: Summary

1.

2.

3.

Topic:

(See pages for question stems Bloom’s taxonomy and keywords)



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QuIP Chart

Topic:

Question: Question:

Source 1 Answer: Source 2 Answer: Source 2 Answer: Source 1 Answer:

Summary: Summary:



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QuIP Chart R

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Question Stems

What is?

What did?

What can?

What would?

What will?

What might?

Where or

when is?

Where or when

did?

Where or when

can?

Where or when would?

Where or when

will?

Where or when might?

Which is?

Which did?

Which can?

Which would?

Which will?

Which might?

Who is? Who did?

Who can?

Who would?

Who will?

Who might?

Why is? Why did?

Why can?

Why would?

Why will?

Why might?

How is? How did?

How can?

How would?

How will?

How might?

These question stems can be used to create your own higher and lower order questions. Lower order questions tend to be ‘what’ or ‘when’ questions. Higher order questions tend to be ‘why’ and ‘how’ questions which encourage you to think more deeply about a concept (idea) or the reasons for an answer.



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Question Creation Chart (Q Chart) Create questions by using one word from the left hand column and one word from the top row. The farther down and to the right you go, the more complex and higher level the questions.

Is Did Can Would Will Might

Who

What

When

Where

How

Why



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Blooms Taxonomy

(Bloom’s taxonomy question stems, keywords and posters on the following pages)



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Blooms Taxonomy

Level Attributes Keywords Questions

Remembering

Demonstrating learned material by recalling facts, terms, basic concepts and answers.

who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select

What is ...? How is...? Where is ...? When did _______ happen? How did ______ happen? How would you explain...? Why did...? How would you describe...? When did...? Can you recall...? How would you show...? Can you select...? Who were the main...? Can you list three...? Which one...? Who was...?

Understanding

Demonstrating understanding of facts and ideas by organising, comparing, translating, interpreting, giving descriptions and stating main ideas.

compare, contrast, demonstrate, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarise, show, classify

compare ...? contrast ...? Will you state or interpret in your own words...? How would you rephrase the meaning...? What facts or ideas show...? What is the main idea of...? Which statements support...? Can you explain what is happening . . . what is meant . . .? What can you say about...? Which is the best answer...? How would you summarise...?

Applying

Solving problems by applying acquired knowledge, facts, techniques and rules in a different way

apply, build, choose, construct, develop, interview, make use of, organise, experiment with, plan, select, solve, utilise, model, identify

How would you use ...? What examples can you find to ...? How would you solve _______ using what you have learned ...? How would you organise _______ to show ...? How would you show your understanding of ...? What approach would you use to ...? How would you apply what you learned to develop ...? What other way would you plan to ...? What would result if ...? Can you make use of the facts to ...? What elements would you choose to change ...? What facts would you select to show ...? What questions would you ask in an interview with ...?



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Blooms Taxonomy cont’d

Analysing

Examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalisation

analyse, categorise, classify, compare, contrast, discover, dissect, divide, examine, inspect, simplify, survey, take part in, test for, distinguish, list, distinction, theme, relationships, function, motive, inference, assumption, conclusion

What are the parts or features of ...? How is _______ related to ...? Why do you think ...? What is the theme ...? What motive is there ...? Can you list the parts ...? What inference can you make ...? What conclusions can you draw ...? How would you classify ...? How would you categorise ...? Can you identify the difference parts ...? What evidence can you find ...? What is the relationship between ...? Can you make a distinction between ...? What is the function of ...? What ideas justify ?

Evaluating

Presenting and defending opinions by making judgements about information, validity of ideas or quality of work based on criteria

agree, approve, assess, award, choose, compare, conclude, criticise, decide, deduct, determine, disprove, dispute, explain, evaluate, interpret judge, justify, measure, prioritise, rate, recommend, select, support,

Do you agree with? What is your opinion of? How would you prove/disprove? Can you assess? Would it be better if? Why did the (character) choose? What would you recommend? How would you evaluate? How would you determine? What choice would you have made? What would you select? How would you prioritise? What judgement would you make about? Based on what you know, how would you explain, What information would you use to support the view? How would you justify?



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Blooms Taxonomy cont’d

Creating

Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions

adapt, build, choose, combine, compile, change, compose, create, design, develop, discuss, elaborate, estimate, formulate, imagine, improve, invent, make up, minimise, maximise, modify, plan, predict, propose, solve, solution, suppose, test

What changes would you make to solve? How would you improve? What would happen if? Can you propose an alternative? Can you invent? How would you adapt? Can you invent? How could you change (modify) the? What could be done to minimise/maximise? What would you design to? What could you combine to? Suppose you could __ what would you do? How could you test? Can you formulate a theory for? Can you predict the outcome if? How would you estimate the results for? Can you construct a model that would? Can you think of another way to?



13



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Blooms Taxonomy Knowledge & Comprehension Questions

Directions: Use the verbs below to write two questions. One question should be a knowledge question. The next question should be a comprehension question

Knowledge

tell name repeat describe match label

list define identify order recall find

Comprehension

summarise edit predict describe locate give examples

translate discuss identify review explain show symbols

estimate illustrate report select

1. Knowledge Question:

2. Comprehension Question:



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Blooms Taxonomy Analysis, Synthesis & Evaluation Questions

Directions: Use the verbs below to write three questions. One question should be an analysis question. The next question should be a synthesis question and the last question should be an evaluation question.

Analysis investigate catergorise solve illustrate separate classify

compare diagram outline examine contrast distinguish

conclude discover dissect interpret differentiate infer

Synthesis compose create forecast combine arrange develop

organise adapt propose design hypothesise imagine

compile formulate invent construct catergorise rearrange

Evaluation judge critique conclude defend rate evaluate

prioritise justify argue support recommend criticise

assess explain measure appraise estimate influence

1. Analysis Question:

2. Synthesis Question:

3. Evaluation Question:



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Example - Bloom’s Experiment Form

Remembering

List the materials used in this experiment.

Materials: _________________________________________________________________

Understanding Outline the procedure for conducting this experiment Procedure:

1. _______________________________________________________ 2. _______________________________________________________ 3. _______________________________________________________ 4. _______________________________________________________ 5. _______________________________________________________ 6. _______________________________________________________ Applying Record data observed and collected during your experiment.

Data: What I did What I observed

Analysing

Examine your data and draw conclusions.

Conclusions:

1. _______________________________________________________________

2. _______________________________________________________________

3. _______________________________________________________________

Evaluating

Describe how you would rate the success of you experiment. Establish a set of criteria for measuring the result. ______________________________________________________________________________________________________________________________________________________________________________

Creating Create a series of “What if” statements about your data to show things that might be different should variables be changed. What if… __________________________________________________________ What if… ____________________________________________________________________________



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National Behaviour Support Service (NBSS)

Navan Education Centre

Athlumney

Navan

Co. Meath

Telephone: +353 46 909 3355

Fax: +353 46 909 3354

Email: [email protected]

Web: www.nbss.ie

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National Behaviour Support Service QuIP · QuIP (McLaughlin, 1987) is a writing strategy that improves comprehension of expository or informational texts. It provides a framework