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Thinking Through Quality

Questioning

Facilitated by Trisha Carroll, KEDC Instructional Consultant/Director

Social Studies NetworkMay 2, 2014

Slides and Content from: TTQQ – Jackie Walsh & Beth Sattes

How can quality questioning enhance teacher and student thinking and learning?

(c) Walsh & Sattes, 2013

Essential Question

1. 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


Learning Targets

What? Think-Puzzle-Explore

Why? 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)


What Do I Know and Want to Know About the Learning Targets?

What is our understanding

of thinking?

Think is the 12th most used verb in the English language…but how well do we understand what it means?--Making Thinking Visible, p. 5


What is Thinking?

What do we mean when we say, “Students should be engaged in

higher level thinking”?

Stand 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.


Thinking in the Knowledge Economy: Say Something


Create a Culture for Thinking


Characteristics 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…


Which of the following visuals is most similar to the classroom culture you

envisioned? Select 1.

Sea Shore Jungle

Flower Garden Ocean Reef

Classroom Norms Purposes of Questioning Wait Times ParticipationRefer to page 15 – Here’s What, So What? Pair

Conversation


Norms to Create a Culture for Thinking and Learning

Attend to the

Question

Bring Questio

n to Workin

g Memor

y & Decode

Search Long-term

Memory for

Relevant Knowled

ge

Bring Relevant Knowled

ge to Working Memory & Form

a Respons

e

Answer Question Out Loud


Answering 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)


Wait Time

2

Provide Time to Process

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


Responding Matters:Think-Pair-Share

Hold students accountable for formulating responses to questions.

Develop student capacity to ask questions.Provide opportunities for students to learn

collaboratively.Teach skills of collaborative discussion.


Developing Student Response-ability

Central to ELA Speaking and Listening Standards Focus of Kentucky Teacher Evaluation

—3B: Questioning and Discussion Techniques


Teach Skills of Collaborative Discussion

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.


ELA Speaking & Listening Standards—Comprehension and Collaboration

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.


ELA Speaking & Listening Standards—Comprehension and Collaboration

Accomplished ExemplaryQuestions designed to promote thinking and understanding

Teacher provides adequate time for students to respond

Teacher engages most students in discussion, employing a range of strategies

Teacher uses a variety of questions to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition.

Students formulate many questions, initiate topics, and make unsolicited contributions.

Students themselves ensure that all voices are heard in the discussion.


KY Teacher Evaluation—3BQuestioning & Discussion Techniques

Recitation is the most common context for classroom questioning. Typically, the teacher asks a question, calls on one student to respond, gives an evaluation of the rightness or wrongness of the answer, and asks another question.

This is also called I-R-E…Initiation, Response, Evaluation

Turn to an elbow partner and discuss how this questioning strategy can be a strength and a weakness in your classroom.


Recitation

According to research, discussion appears in classrooms less than 3 percent of the time. In discussion, the teacher typically poses one open-ended question. Students are challenged to think deeply, listen respectfully to one another, and develop new understandings.

The teacher question provides focus. Student thinking and interactions determine the depth and dimensions.


Discussion

With a partner, review the rubric. 1.Think together about how this rubric might

support student participation in discussion.

2. Consider how this rubric relates to student and teacher behaviors suggested in the following:

KY Teacher Evaluation—3B – Questioning and Discussion Techniques


Rubric for Assessment of Student Skills for Discussion

Determine content focus. Consider instructional function. Stipulate expected cognitive level. Match to social context. Polish grammar and word choice.


Frame Quality Questions

Aligned with learning goals? (Rigor) Promotes identified content standard(s) Related to identified student learning target

Addresses student needs, interests, and experiences? (Relevance) Within students’ zone of proximal

development Related to real-world experiences

Connected to other concepts in subject under study or to other subjects? (Relationships)


1. Content Focus

Knowledge Dimension of Revised Bloom Factual Knowledge

Conceptual Knowledge Procedural Knowledge

Metacognitive Knowledge

(p. 22, TTQQ)


Consider the Type of Knowledge Embedded in Standard (Rigor)

Content under study

Content from other

subject areas

Personal interests

, experience; real-

life applicati

ons


Consider the Interconnectedness of Knowledge Across Students’ Experiences

(Relevance & Relationships)

Christenberry’s Questioning Circles, p. 24, TTQQ

“I suggest that there are only two good reasons to ask questions in class: to cause thinking and to provide information to the teacher about what to do next.”

—Dylan Wiliam, Embedded Formative Assessment, p. 79


Purposesfor Questioning

What instructional function is the question intended to further?


√ Essential Question (integrating unit or lesson of study)

√ Hook Question (motivating/engaging)

√ Diagnostic Question (activating prior knowledge/conceptions)

√ Check for Understanding (formative assessment)

√ Probing/scaffolding (getting behind student thinking; assisting in concept development)

√ Inference Question (drawing conclusions)

√ Interpretation Question (inviting analysis)

√ Transfer Question (using in novel settings)

√ Predictive Question (strengthening cause & effect thinking)

√ Reflective Question (supporting metacognitive thinking)

“Learning is a consequence of thinking.” David Perkins, Smart Schools

. . . . . . . . . . . . . . . . . . . . . . . .Remembering is a consequence of processing

information—making personal meaning, making connections to what one already knows, transferring learning to a new setting, and so forth.


Cognitive Level

What? Jigsaw

Why? Deepen understanding of six levels of the Revised Bloom Taxonomy by learning about and teaching one; strengthen shared understanding of the kind of thinking required at each cognitive level

How? Use Jigsaw Cooperative Learning as outlined on activity sheet, p. 22


Cognitive Dimensions of Revised Bloom Taxonomy

Check for Understanding (formative assessment): The purpose is to determine if students understand the passage and know how to identify an argument and find evidence in the text to support the argument. (Check for both reading comprehension and text analysis)


Instructional Function

What? Rewriting Questions to Improve Quality

Why? To reinforce the characteristics of QQ’s and to think about strategies for improving the quality of an already formulated question

How? Facilitator modeling and pair conversation using examples on pp. 27-28 of Activity Packet.(c) Walsh & Sattes, 2013

Analyzing and Editing Questions

Original Question: What were the major problems facing the United States that led to the Civil War, and how would life be different today if the southern states had not seceded?

Revisions:


How Does the Rewording Improve the Question?

Expect thoughtful responses Afford time for thinking Scaffold thinking and responding Make thinking visible


Strengthen Thinking-to-Learn Behaviors

1. 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


Learning Targets

How can quality questioning enhance teacher and student thinking and learning?


Essential Question

Reflect on your learning experience in this session.

Complete the reflection for the session, and leave this in the center of your table as you depart.

Thank you for your participation in today’s professional learning session.—Trisha Carroll“Be open to wondering and asking, not

just knowing and answering.”


Connect-Extend-Challenge: A Final Thinking Routine