Thinking Through Quality Questioning

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Thinking Through Quality Questioning. Facilitated by Trisha Carroll, KEDC Instructional Consultant/Director Social Studies Network May 2, 2014 Slides and Content from: TTQQ – Jackie Walsh & Beth Sattes. Essential Question. How can quality questioning enhance teacher and student - PowerPoint PPT Presentation

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Thinking Through Quality QuestioningFacilitated by Trisha Carroll, KEDC Instructional Consultant/Director

Social Studies NetworkMay 2, 2014

Slides and Content from: TTQQ Jackie Walsh & Beth SattesHow can quality questioning enhance teacher and student thinking and learning?

(c) Walsh & Sattes, 2013Essential Question

21. To explore the connections between classroom questioning and student thinking and learning

2. To understand the characteristics of questions that activate student thinking and learning

(c) Walsh & Sattes, 2013Learning Targets

To assess expectations for student engagement in questioning, thinking, and respondingTo consider alternative teacher moves to deepen and extend student knowledge and thinking6. To identify specific strategies, protocols, and other practices that I would like to transfer to my work setting

(c) Walsh & Sattes, 2013Learning Targets

What? Roles and norms for collaborative group workWhy? To promote effective group functioning and support learning of all membersHow? Review roles & responsibilities for group members (p.6, Activity Packet); assign roles for first activity. As a table team, review the norms for thinking and learning in community, seeking to develop shared meaning. (c) Walsh & Sattes, 2013Organizing for Work in Collaborative Groups

What? Think-Puzzle-ExploreWhy? To make meaning of the learning targets, connect to prior knowledge, and stimulate curiosity about the topic under study How? Select one of the learning targets, identify what you think you know and any questions you have about it. (page 7, Activity Packet)(c) Walsh & Sattes, 2013What Do I Know and Want to Know About the Learning Targets?


Questions Participants(Questioner & Respondents)ResponsesReactionsCulture(c) Walsh & Sattes, 2013Questioning IS a Process

(c) Walsh & Sattes, 2013Framework for Thinking Through Quality QuestioningWhat? Table-team JigsawWhy? To understand the organizing framework of Thinking Through Quality QuestioningHow? Number off (from 1-5) so that every member of your team has a number related to the framework. Skim through the paragraph description and associated chapter, looking for main ideas and significant graphics. When directed, find a partner with whom to discuss your assignmentto prepare for sharing main ideas with team mates. (See pp. 8-11 in Activity Packet.)(c) Walsh & Sattes, 2013Overview of the TTQQ Framework

10What is our understanding of thinking?Think is the 12th most used verb in the English languagebut how well do we understand what it means?--Making Thinking Visible, p. 5

(c) Walsh & Sattes, 2013What is Thinking?

What do we mean when we say, Students should be engaged in higher level thinking?

Adapted from Willingham, Why Kids Dont Like School, 2009, p. 11

(c) Walsh & Sattes, 2013Model of How Thinking WorksInput from External EnvironmentWorking MemoryWhere Thinking OccursLong-term Memory(storehouse of factual & procedural knowledge)

Page 51, TTQQStand up and find a thinking partner.

Turn to p. 12 in your Activity Packet, and read the excerpt from Sawyer related to Thinking in the Knowledge Economy.

Turn to your partner, and say something about this excerpt. Listen as your partner says something about the passage.(c) Walsh & Sattes, 2013Thinking in the Knowledge Economy: Say SomethingThe mind develops in response to challenge or disequilibrium, so any intervention must provide some cognitive conflict; the mind grows as we learn to become conscious of and so take control of, its own processes; and cognitive development is a social process promoted by high-quality dialogue among peers supported by teachers. (p. 39, Visible Learning for Teachers, John Hattie)

(c) Walsh & Sattes, 2013Cognitive Development

What? Affinity mappingWhy? Activate prior knowledge and consolidate ideas about thinking; share with colleagues How? Respond individually and silently to the prompt, p. 13, writing one idea per sticky note. Share and analyze with group members per protocol.(c) Walsh & Sattes, 2013What is Thinking? What Does it Look Like in the Classroom?

Respond to the following prompt:"What do students say and do to convey that they are engaged in thinking?

Work individually and silently. Record each answer on a separate sticky note.

(c) Walsh & Sattes, 2013How is Thinking Related to Questioning?

Changed wording17In what ways does quality questioning activate student thinking?(c) Walsh & Sattes, 2013Speculate Individually think about the component of TTQQ that you investigated during the jigsaw activity. In what ways does that component of quality questioning prompt student thinking?

Find the colleague with whom you discussed your assigned component during the jigsaw activity.Create two statements that suggest the relationship between your component of QQ and student thinking.Write each of your two statements on separate large post-its; post on the appropriate wall chart.Share your work products with other members of your table team.

(c) Walsh & Sattes, 2013Speculate

(c) Walsh & Sattes, 2013Create a Culture for ThinkingWhat? Visual Synectics (four-corner)Why? Surface prior knowledge about the characteristics of classroom cultures that seem to engage students in thinking and learningHow? Individually reflect in response to a prompt (p. 14, Activity Packet.) When directed, select a simile that is like your thinking. Share with colleagues as indicated.(c) Walsh & Sattes, 2013Classroom cultures that support student questioning, thinking, and learning

(c) Walsh & Sattes, 2013Characteristics of Classroom Culture for Thinking and Learning

What do you consider to be the characteristics of a classroom culture that nurtures student thinking and learning?

Turn to an elbow partner to discuss this question(c) Walsh & Sattes, 2013Which of the following visuals is most similar to the classroom culture you envisioned? Select 1.

Sea ShoreJungleFlower Garden Ocean Reef

Discuss the uniqueness of each culture23Classroom Norms Purposes of Questioning Wait Times ParticipationRefer to page 15 Heres What, So What? Pair Conversation(c) Walsh & Sattes, 2013Norms to Create a Culture for Thinking and Learning

Wait Time is generally 3-5 seconds when posing a question and when responding to question/giving feedback.24Norms Associated with Thinking Through Quality Questioning

(c) Walsh & Sattes, 2013Purposes of Questioning

Think Time


p. 143, TTQQWhat? Say SomethingWhy? Make personal and shared meaning about four norms related to the purposes of questions How? Individually read a specific passage. When you finish, turn to your partner and say something about what it means to you. Listen as your partner says something to you about the reading. (See p. 15, Activity Packet)(c) Walsh & Sattes, 2013Norms Related to the Purposes of Questioning

Use teacher questions to prompt your thinking, not to guess the teachers answer.Use mistakes as opportunities to learn: This is a risk-free classroom.Use follow-up questions to think about and self-assess your first responses and to modify or extend your thinking.Be open to wonder and ask, not just to know and answer.(c) Walsh & Sattes, 2013Norms Related to the Purposes of Questioning

Norms Associated with Thinking Through Quality Questioning

(c) Walsh & Sattes, 2013Purposes of Questioning

Think Time


p. 143, TTQQThe length of time a teacher waits after asking a question before naming a student to respond(Minimum: 3-5 seconds)(c) Walsh & Sattes, 2013

Wait Time1Afford Time for Thinking

29(c) Walsh & Sattes, 2013Answering As a Process: How does this connect to your understanding of thinking?

The length of time a teacher waits after a student stops talking in response to a question before giving feedback or calling on another student(Minimum: 3-5 seconds)(c) Walsh & Sattes, 2013

Wait Time 2Provide Time to Process

31(c) Walsh & Sattes, 2013Wait Time PatternsTeacher QuestionStudent Answer Teacher ReactionWait Time 1Wait Time 2Talk by studentscomesin burstsPAUSEPAUSE

32Use the pause following the asking of a question to think and to formulate your response.Use the pause after your answer to reflect and add to or change it.Use the pause following a classmates answer to compare it with your own. Be ready to agree or disagree and to add your ideas.(c) Walsh & Sattes, 2013Think Time Norms

Norms Associated with Thinking Through Quality Questioning

(c) Walsh & Sattes, 2013Purposes of Questioning

Think Time


p. 143, TTQQ Responding to questions matters. So when teachers allow students to choose whether to participate or not . . . they are actually making the achievement gap worse. Dylan Wiliam, Embedded Formative Assessment, p. 81(c) Walsh & Sattes, 2013Responding Matters:Think-Pair-Share

What? Assessing your beliefs about student participation through volunteeringWhy? To reflect individually and dialogue with colleagues about issues related to student participationHow? Read each statement, and decide the extent to which you agree or disagree. Position yourself on a continuum, 10 (strongly agree) to 0 (strongly disagree)(c) Walsh & Sattes, 2013Assessing Beliefs AboutParticipation: People-Graph

Use Figure 3.5 as document for say something36 A relatively small percentage of students (3