strategic questioning
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Strategic QuestioningUncovering the Learning
Karen Yager: Knox Grammar School & UNSW
‘The unexamined life is not worth living’
Socrates.
ELIS Launch and Conference 6th & 7th Sep 2011
Workshop Goals To develop teachers’ self-awareness and
analysis of their own questioning techniques
To identify key features of good questioning To identify and share effective questioning
techniques To enhance the design of a quality learning
environment through effective questioning
Culture of Learning
“Building a strong foundation in language, and enriching language learning for all.”
“Learners are at the centre of the teaching-learning process” (English Language Syllabus 2010).
Philosophy A means of making meaning
and of communication A system with its own rules and
conventions which can be used to create various discourse forms or types of texts
Learning involves cognitive and affective engagement, and interaction
Guided by our awareness of the purpose, audience, context and culture in which the communication takes place.
EL Syllabus 2010 A greater focus on oral communication (listening and
speaking skills) Principles of EL Teaching: - Learners are at the centre of the teaching-learning
process.- The teacher will provide a visually and experientially
rich environment for communication that will explicitly foster listening and speaking skills and focus on the achievement of the Learning Outcomes.
The Questioning GameThe rules of the Questioning game: You may only respond to each other
with questions No pausing Some degree of congruency in
discussion – no non sequiturs Loser knocked out, winner continues
How did you feel?
Anxious? Nervous Insecure? Threatened?‘In the middle of difficulty
lies opportunity. The important thing is not to stop questioning.’
Albert Einstein
Purpose of Questioning
Discuss in small groups - what are the top five reasons for asking questions in the classroom?
Use Activity Sheet 1
Purpose of Questioning Interest, engage and challenge pupils Check on prior knowledge Stimulate recall and use of existing knowledge to create
new understanding and meaning Help pupils to extend their thinking from the concrete and
factual to the analytical and evaluative Focus pupils’ thinking on key concepts and issues Promote pupils’ thinking about the way they have learned Promote reasoning, problem solving and synthesis Improve listening and speaking skills
Pitfalls of Questioning
What are some of the common mistakes in asking pupils questions in class?
Discuss in your group and list five using Activity Sheet 1.
Pitfalls of Questioning Not being clear about why you are asking
the question Asking too many closed questions Asking too many questions at once Asking difficult questions without
building up to them Asking a question then answering it
yourself
Pitfalls of Questioning Teachers ask up to two questions every minute, up
to 400 in a day, around 70,000 a year, or two to three million in the course of a career.
Questioning accounts for up to a third of all teaching time, second only to the time devoted to explanation.
Most questions are answered in less than a second. Lower-order questions are often used as a means of
control in the classroom.Steven Hastings, 2003
Asking bogus ‘guess what’s in my head’ questions.
Focusing on a small number of pupils. Starting all questions with the same stem. Dealing ineffectively with incorrect answers. Not giving the pupils time to reflect or
generate own questions.
Pitfalls of Questioning
We often focus on knowing the right answer rather than asking the right question.
Our assumptions about what matters in the classroom and about our pupils influences the way we design and deliver questions.
Covering rather than uncovering! Content and recall focus rather than the art of uncovering new possibilities through dynamic questioning.
Pitfalls of Questioning
Design “Teaching is the art of asking
questions” Socrates. Questions are not just devices
to evaluate specifics of learning but a means of actively promoting conceptual thinking, deepening learning and understanding.
Questions can be more powerful than answers.
Teaching is about designing the learning environment
Design It is about asking the right
questions. Plan questions with others
as you will always design questions that reflect the way you see the world.
It is not the answer that matters but the discussion that is generated by the question.
Complete Activity Sheet 2 and share your responses.
“The first thing that teachers will need to do is select and organise
the essential knowledge, understandings, skills and
values from the syllabus around central concepts or ideas…” Quality teaching in NSW Public Schools
Designing the Learning
“Without designing around provocative questions and big ideas,
teaching easily succumbs into an activity - or coverage - orientation
without clear priorities.” Understanding by Design
McTigh and Wiggins ASCD 1999
Designing the Learning
Focus on learning What do the pupils need to learn? Why does it matter? What do they already know? How will they demonstrate
learning? How will they get there? How well do I expect them to do it?
Design Decide in
your group the five features of powerful questions.
Use Activity Sheet 3
Highly Effective Questions Simplicity and clarity Thought provoking Generates curiosity and engagement Channels attention and focuses inquiry Stimulates reflective thinking and conversation Surfaces and challenges assumptions Invites creativity and new possibilities Connects to a deeper meaning and understanding Evokes more questions
Types of Questions Closed questions: Require specific information
which can often be answered yes or no. Open questions: Require deeper thinking about
the answer by requiring pupils to generate divergent thinking and creative answers based on possible predictions.
Hypothetical or scenario-based questions: Require a thoughtful and considered response.
Active Listening Do we really listen? Turn to the person
next to you and find out what they did last weekend.
The interviewee is to take note of the type of questions being asked.
Report back to the group.
Synthesising Really listening to pupil
responses Identifying relationships Building on pupil responses Connecting pupil responses
to make meaning and emphasis key points.
This contrasts/compares with…?
What conclusion can we draw from…?
Time… Increasing the wait time
improves the number and quality of the responses.
Three seconds for a lower-order question and more than 10 seconds for a higher-order question.
Stick-it notes Exit questions Phone a friend
Question Cycle Ask the question
Wait for 10 seconds
No response
Simplify the question
Wait for 10 seconds
Discuss the question
Responses to incorrect answers
The teacher's positive response to both good and wrong answers is essential.
Consider: facial, body and verbal responses. You can:- Rephrase the question: ‘Let me put it another way…’- Seek clarification: 'What do you mean when you say …?‘- Request for specific examples: 'Can you give me an
example of this?’- Request for rephrasing: 'Can you put it another way?'
Assessment as Learning
Pupils gain a deeper understanding of their skills, knowledge, level of understanding and the expected standards through self and peer assessment.
Pupils develop ownership of the learning process.
They learn to plan for how to improve their skills and understanding.
Design questions that facilitate self and peer assessment.
Why, how, what if?...
Session 2:Ways to design
effective questions
Bloom’s Model C: What if…? & Can you
see other possibilities? E: Is there a better
solution? AN: How was the setting
represented? AP: Could you apply this
approach to…? U: Who is the main
character? R: Can you name the…?
Using Bloom’s Model
Listen to the podcast
Using Bloom’s taxonomy, in groups devise questions that could be used in class to enrich the learning experience.
De Bono’s Thinking Hats
S.C.A.M.P.E.R S: What if I change or swap this? C: What can I blend or combine? A: What could I substitute? M: What will happen if I add…? P: How could I use this
somewhere else? E: What happens when I
remove…? R: What if I did this the other
way? Activity Sheet 5
Thinker’s Keys Reverse Listing: Use
cannot, never or not in the questions
What if? Disadvantages Combination: Attributes
of two dissimilar objects
Variations: How many ways can you…?
Question first: Then provide five answers
Williams’ Model - Extending Paradox: Paradoxes can be used to evaluate ideas and challenge pupils to reason and
find proof. Analogy: Pupils find the similarities between things and compare one thing to another. Discrepancy: Pupils should be challenged to discuss what is not known or understood. Provocative questions: These are questions that require thoughtful consideration to
clarify meaning or develop new knowledge. Organised Random Search: Given a situation or body of knowledge, pupils search for
other information to answer questions such as, what would you do or what would you have done?
Tolerance for Ambiguity: Open-ended questions Intuitive Expression: Empathy questions Evaluative Situations: Evaluate solutions and answers in terms of their consequences
and implications — pose the question what if? Visualisation Skills: Provide opportunities for pupils to perceive or visualise themselves
in many contexts.
Williams’ Model
View the film clip
In groups, use Williams’ model to develop a series of questions.
Socratic Questioning
Langford’s 5 Whys
Ask a question This leads to a
second question Ask three more
questions Probes and
deepens understanding
Thwarts superficial responses
Flip Learning Pupils taking responsibility for
their own learning Provide the content and
resources Pupils generate the questions ‘If children aren't asking
questions, they're being spoon-fed. That might be effective in terms of getting results, but it won't turn out curious, flexible learners suited to the 21st century’ Guy Claxton.
Other Ideas ABCD voting cards Exit cards Phone a friend No hands up policy No opt out Question Cube Pause-pounce-bounce: No hands
up - the teacher 'pounces' on a random pupil for their response - and then 'bounces' round four or more other pupils for their answers - before the class decides which answer was the more correct.
Where to? Take the passage
provided and decide on how you could use this text in the classroom.
Use Activity Sheet 7 to plan the learning and develop a series of questions using one or more of the ideas presented.
Share your ideas!
http://assessment4quality.wikispaces.com/
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