Questioning to Stimulate Learning and Thinking · how to incorporate effective questioning to stimulate learning and thinking. Questions: Tools For Learning and Thinking Questions

• Ideas to elicit quality student questions• Steps for teacher self-assessment and the

conscious, intentional planning of effective questioning

Suggestions For Using This IssueBecome acquainted with the program material.

– Utilize the guidebook.– Listen to the audiotapes.– Watch the videotapes.

Plan staff development activities.– Choose questions to enhance understanding.– Engage the viewer in discussion.– Duplicate pages in the guidebook.

Use the videotapes for maximum benefit.– Show part of a video, stop, and discuss.– Allow individuals or small groups to watch

the videotapes.– Watch the tapes repeatedly for

greater understanding.– Include parents and community leaders.

Meet Our PresentersJackie Walsh and Beth Sattes developed theQUILT process.They have both been teachers atmany levels and have both been associated withthe Appalachia Educational Laboratory inCharleston,West Virginia.Together Jackie andBeth have trained thousands of educators onhow to incorporate effective questioning to stimulate learning and thinking.

Questions: Tools For Learning and ThinkingQuestions are so much a part of the classroomroutine that they are seldom recognized as goldnuggets in the stream of activity we call learn-ing. Low level questions on worksheets and atthe end of chapters, the same few students whoanswer them, and a lack of wait time for learnerresponses are all common educational maladies.

The fourth issue in Volume Eight of TheVideo Journal of Education takes a new lookat a very old practice. Effective questioning canindeed be the springboard to powerful learningand higher level thinking.These videotapesclearly illustrate the following:

• A framework for an effective questioning process

• Strategies to actively engage ALL students in response to effective questions

• Feedback to student responses that enhance thinking and self-esteem

Questioning to Stimulate Learning and ThinkingFeaturing the QUILT ModelSecondary Edition

Presented by Jackie Walsh and Beth Sattes Volume VIII Issue Four

Discussions generatedfrom watching theseprograms provide the greatest benefit.

Videotape 1 - 41 minutesVideotape 2 - 38 minutesVideotape 3 - 38 minutes

Beginning of Program

Introduction to IssueQ U I L T

Questioning and Understanding to Improve Learning and Thinking

Introduction of Five StagesFirst Program: Stage OneSecond Program: Stages Two and ThreeThird Program: Stages Four and Five and classroom examples

Research establishes connections between effective questioning and learning.

Introduction of Presenters and Theory

Stage One: Prepare the QuestionDefinition of Educative Question

First Behavior:Identify instructional purpose.The differences between recitation questions and discussion questions are presented.

Convergent questions are related to recitation questions.Divergent questions are related to discussion questions.

Second Behavior:Determine content focus.

The pivotal question addresses a principal fact or concept.

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Videotape 1Questioning to Stimulate Learning and Thinking

Featuring the QUILT Model

Content Outline to Facilitate ViewingIf you plan to watch only a specific segment, look for the colored icon indicated below and found at the time listed. In the videotape, the icon will appear in the lower right-hand corner of the screen.

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Third Behavior:Select cognitive level.

Bloom’s Taxonomy helps teachers select a cognitive level and formulate questions that promote higher level thinking.

Fourth Behavior:Consider wording and syntax.

Educative QUILT questions must be clear, specific,and precise.

End of Videotape 1

continued

Why is it necessary to write effective questions before the lesson is given?

Testimonials from educators and examples of classrooms are featured throughout this program.

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1. What role do questions play in the learning process?

2. Describe a convergent question. Give an example of one from a unit you are now teaching. What is the purpose of convergent questions?

3. Why is it important for students to learn to develop and share stimulating questions?

4. Give an example of a divergent question. How could divergent questions be effective ina math class?

5. What beliefs about students and learning are reflected in the kinds of questions teachers ask during instructional time? How will a change in beliefs effect the way a teacher formulates questions for student learning?

6. What is the connection between Bloom’s Taxonomy and questions designed to improvestudent thinking?

7. “Student questions determine student learning”. Discuss the meaning of this quote and support your ideas with specific examples from your own teaching.

8. A pivotal question addresses the key concept or principal idea in the learning. Write and share two examples of pivotal questions from a unit you are teaching.

9. Effective questions lose influence when only a few students in the class make a response. Share strategies which engage all students in responding to given questions.

10. Evaluate questions posed on quizzes and tests. What kinds of thinking do they require? Improve three questions on your next test to increase student thinking and learning.

Discussion Questions

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These questions are designed to help educators probe deeper into the information presented and to process the ideas provided in the program. Consider using selected questions for discussion to stimulate thinking before viewing the videotape.

Videotape 1 - Questioning to Stimulate Learning and ThinkingFeaturing the QUILT Model

5

In the circle, compose an educative question keeping in mind the four points outlined by J.T. Dillon.*Make it purposeful, clearly focused, carefully conceived, and well formulated. As you think of the lesson, and the students you will present it to, remember that an educative question stimulates studentthinking. As you formulate the question, study the next two pages of the guidebook.

Write an EDUCATIVE QUESTION for a lesson you are anticipating.

Share your question with others to see if it is a quality educative question.

Question w

ritten

away from

the

student during

preparation time

Not double barreled, meaningthat you are not

asking more thanone question

Not wishy

washy,vague and

hard to understand

The

ques

tion

does

not

just

com

e of

f the

top

of y

our h

ead

WELL

FORM

ULATED

*

CAREFULLYCONCEIVED*

CLEARLY

FOCUSED*

PURP

OSE

FUL*

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STAGE ONE BEHAVIORS of QUILT: Prepare the Question

Consider these behaviors as you formulate your educative question on page 5.

Identify instructional purpose.What do you hope your students will learn from the question?

Determine content focus.What specifically is your question going to be about?

Consider wording and syntax.Your question must be clear,specific, and precise.

Select cognitive level.Study Bloom’s Cognitive Taxonomy on next page to help you write a question that will move students to a higher level of thinking.

PURPOSE

CONTENT FOCUS

COGNITIVELEVEL

WORDINGAND SYNTAX

Use These Pages To Help You Write An Educative Question on Page 5

Bloom’s Cognitive Taxonomy

Consider these various levels of knowledge in formulating questions. The educative question shouldchallenge students at the higher levels of evaluation, synthesis and analysis. However, teachers mustnot forget the importance of the lower cognitive levels for a basis of performing at the higher levels.

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Know

ledge:

Recalling

What conclusions might be drawn from? • Compare and ContrastWhat is the relationship between? • What might you infer from?

How might this be viewed from the perspective...?What is the main idea? • Theme? • What assumptions...? What evidence supports? • State the point of view of...

Find the pattern.

Teacher Prompts Student PerformanceProbes (for three higher levels)

Probes (for three lower levels)Student Performance Teacher Prompts

Discriminate• Classify • Dissect • SortTake apart • Categorize • Distinguish

Differentiate • DiagramRelate • Analyze

Judg

e • A

ppra

ise

• Rat

e • C

hoos

e

Asse

ss •

Just

ify •

Estim

ate

Crit

iciz

e • D

efen

d

Eval

uate

Know • R

ecall

Rem

ember • R

ecognize • Nam

e

Match • D

efine • List • Mem

orize

Explain • DemonstrateUnderstand • Translate • Summarize

Puzz

les

• Dio

ram

a

Col

lect

ions

• M

odel

s

Stor

ies

Map

s • M

obile

Scra

pboo

k • I

llust

ratio

ns

Dia

gram

s • P

hoto

grap

hs •

Scul

tptu

re

Design • Form

ulate • Assemble

Develop • Produce • Abstract

Propose • Create

Reflect • Invent

Wha

t are

you

r crit

eria

or s

tand

ards

? • W

hich

is m

ore

impo

rtant

?

Whi

ch is

mor

e m

oral

? • W

hich

is m

ore

valid

?

Wha

t fal

laci

es o

r inc

onsi

sten

cies

? • D

ebat

e

Who? W

hat? Why? W

hen? Where?

How

much? W

hich one? Choose.

State in your own words • What does this mean?What are they saying? • Read the graph or table.

Rephrase. • What question are we trying to answer?What problem are we trying to solve? • Give an example

Wha

t rea

sons

wou

ld y

ou g

ive?

Wha

t alte

rnat

ives

sho

uld

be c

onsi

dere

d?

In w

hat o

ther

way

s co

uld

we

show

or i

llust

rate

?

Wha

t app

roac

h or

sta

tegy

wou

ld u

se to

...?

Wha

t is

wro

ng w

ith...

?

Predict • How

would you test? • Propose an alternative

Speculate • How

else would you? • State a rule • Im

agine

What if? • H

ow m

ight we prove or confirm

Hypothesize.

Comprehension:Understanding

App

licat

ion:

Usi

ng

Analysis:Taking Apart

Synthesis:

Creating A

newEval

uatio

n:Ju

dgin

g

Could you give me an example of______? What ideas or details can you add?

What do you mean by_____?Can you find that in the text?

Say more about that. Tell me more.

Give your reasons.How do you know?

Can you explain how you reached that conclusion?

What data support your position?Help me get behind your thinking.

What criteria are you using to make this judgement?

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Content Outline to Facilitate Viewing

Beginning of ProgramReview of Videotape 1

Review of Stage OneIntroduction of Videotape 2

Stages Two and Three

Stage Two:Present the Question

Behaviors:Indicate response format.

Possible responses include oral, thumbs-up,flash cards, and choral.

Ask the question.Select respondent.

The undirected question to any or all students is used primarily in discussion.The directed question to particular students is used primarily in recitation.The action zone is identified to help teachers draw all students into the questioning episode.

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If you plan to watch only a specific segment, look for the colored icon indicated below and found at the time listed. In the videotape, the icon will appear in the lower right-hand corner of the screen.



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continued

How do students benefit whenteachers pause a few seconds after

the student answers a question?


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Stage Three:Prompt Student Response

Behaviors:

Pause after asking question.“Wait Time I” is 3 to 5 seconds.

Assist nonrespondent —— or help the respondent who is giving incomplete answers.Utilize cues, mnemonics and probing.

Pause following student response.“Wait Time II” is 3 to 5 seconds.

End of Videotape 2

Program Outline

1. Identify and discuss various strategies presented in the videotape to actively involve ALL students

in the questioning process. Which particularly appealed to you? Why?

2. Consider the “Wait Time I” strategy following a question directed to students. Why is it important?

What factors determine it’s appropriate use?

3. Compare the strategies “Wait Time I and II”. How are they the same? Different? Why is it

important for students to understand the reason these strategies are used?

4. List purposes, advantages, limitations, and examples of probing.

5. Discuss this fact from educational research: High achieving students get a disproportionate

amount of air time in classrooms. Reflect on your own experience and support your conclusion.

6. Share specifics from the videotape that you have questions about or want clarified.

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These questions are designed to help educators probe deeper into the information presented and to process the ideas provided in the program. Consider using selected questions for discussion to stimulate thinking before viewing the videotape.


ActivityConsider the behaviors on the next page and discuss with a colleague the challenges you will face in implementing them.

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STAGE TWO BEHAVIORS: Present the Question

STAGE THREE BEHAVIORS: Prompt Student Response

Indicate response format.Traditional student hand raising is inadequate. Consider signals, work samples, and choral responses.

Pause after asking question.Wait 3 to 5 seconds after asking the question.

Pause following student response.Wait 3 to 5 seconds after the student

response before reacting.

Ask the question.Ask slow and easy, showing interest in student’s answers.

Select respondent.Work beyond the action zone.

Assist nonrespondent.Help the nonrespondent or assist the respondent

who gives an incorrect answer.

RESPONSE FORMAT

ASK THEQUESTION

SELECTRESPONDENT

WAITTIME

I

ASSISTRESPONDENT

WAITTIME

II

Beginning of ProgramReview of Videotapes 1 and 2Introduction of Videotape 3

Stages Four and Five and classroom examplewill be presented.

Behaviors ReviewedStage One: Prepare the Question

Identify instructional purpose.Determine content focus.Select cognitive level.Consider wording and syntax.

Stage Two: Present the QuestionIndicate response format.Ask the question.Select respondent.

Stage Three: Prompt Student ResponsesPause after asking question.

[ Wait Time I ]Assist nonrespondent.Pause following student response.

[ Wait Time II ]

Stage Four: Process Student ResponsesProvide appropriate feedback.Expand and use correct responses.Elicit student reactions and questions.

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Content Outline to Facilitate ViewingIf you plan to watch only a specific segment, look for the colored icon indicated below and found at the time listed. In the videotape, the icon will appear in the lower right-hand corner of the screen.

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Stage Five: Critique the Questioning EpisodeAnalyze the questions.Map respondent selection.Evaluate student response patterns.Examine teacher and student reactions.

Classroom ExampleIn a complete classroom questioning episode led by a QUILT trained teacher, all of the behaviors of the five stages are exemplified.

End of videotape 3

continued

When a student answers incorrectly, how can a teacher make

it a positive experience?


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1. What problems arise with changes in teaching routines? What conditions exist in schools

where staff members unitedly “celebrate the storms” caused by change?

2. What evidence did you see in the videotape that the questioning process is a

“tool for learning”?

3. Students say the most effective way for teachers to reinforce them is by using their answers

to build another point in their learning. What insights into students and the learning process

does this provide?

4. Imagine a classroom where students ask more questions than the teacher. Explore ideas

to create this kind of classroom setting.

5. Debate the following statement: “Praise can be a hazardous form of feedback”. Share

new insights as you reflect on your own use of praise in the classroom.

6. Effective teachers improve the thinking and learning in their classrooms through self-

evaluation in four key areas depicted in the videotapes. With a partner, role play this

self-evaluation process in a think aloud format.


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These questions are designed to help educators probe deeper into the information presentedand to process the ideas provided in the program. Consider using selected questions for discussion to stimulate thinking before viewing the videotape.


ActivityConsider the behaviors on the next page and discuss with a colleague the challenges you will face in implementing them.

15

STAGE FOUR BEHAVIORS: Process Student Responses

STAGE FIVE BEHAVIORS: Critique the Questioning Episode

Provide appropriate feedback.Move beyond a cursory yes or no. Low achieving students need more positive feedback.

Analyze the questions.Reflect on the effectiveness of questions posed.

Map respondent selection.Think about which students answered.

Examine teacher and student reactions.

Evaluate student response patterns.Is it always student back to teacher,

or are there other interactions?

Expand and use correct responses.Help students elaborate by probing and using their correctcomments to build further discussion.

Elicit student reactions and questions.Teachers should sometimes stop talking to encourage student questions and reactions.

FEEDBACK

USERESPONSES

ELICITREACTIONS &QUESTIONS

ANALYZEQUESTIONS

EXAMINEREACTIONS

EVALUATERESPONSEPATTERNS

MAPRESPONDENT

SELECTION

Jackie WalshWalsh Consulting Group1510 Gilmer Montgomery,Alabama 36104334 832-4222 [email protected]

Beth SattesAppalachia Educational LaboratoryP.O. Box 1348 Charleston,West Virginia25325800 624-9120 [email protected]

Grateful appreciation to the following outstanding school systems andorganizations for sharing their experiences and expertise:

Where to Go for More Information on Questioning

Dillon, J.T. Questioning and Teaching: A manual of practice.New York: Teachers College Press,1988.

Dillon, J.T. Research on Questioning and Discussion.Educational Leadership, 42(3), 50-56.1984.

Dillon, J.T. Teaching and the Art of Questioning. Bloomington, IN: Phi Delta Kappa Educational Foundation.1983.

Rowe, M.B. “Wait time: Slowing down may be a way of speeding up!”Journal of Teacher Education, 37(1), 43-48.1986.

Walsh, Jackie A., and Beth D. Sattes. Quilt Induction Manual. Appalachia Educational Laboratory. Charleston.WV, 1995.

Walsh, Jackie A., and Beth D. Sattes. Quilt Reading. Appalachia Educational Laboratory.Charleston.WV, 1995.

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Appalachia EducationalLaboratoryCharleston,West Virginia

Appalachia EducationalLaboratory and the QUILTNational Training of TrainersLexington, Kentucky

Avalon AcademyDillon, South Carolina

Lumberton Senior High SchoolLumberton, North Carolina

North Oldham Middle SchoolGoshen, Kentucky

Saint James SchoolMontgomery, Alabama

Sidney Lanier High SchoolMontgomery, Alabama

Spring Valley High SchoolHuntington,West Virginia

Saint James ElementaryMontgomery, Alabama

Additional Professional Development Opportunities:

QUILT is a full-scale professional development program, proven effective in hundreds of schoolsacross the country. Schools interested in receiving further training in the QUILT program shouldcontact Jackie Walsh or Beth Sattes.The Appalachia Educational Laboratory offers an annualtraining-of-trainers each June as well as on-site training services.

Documents

Questioning to Stimulate Learning and Thinking · how to incorporate effective questioning to stimulate learning and thinking. Questions: Tools For Learning and Thinking Questions