questioning to enhance teaching and learning. a brief intro: your presenters
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Questioning to Enhance Questioning to Enhance Teaching and LearningTeaching and Learning
A Brief Intro:A Brief Intro: Your Presenters Your Presenters
Questioning Activity:Questioning Activity:Why Question?
Who Needs To Be Who Needs To Be a Good Questioner?a Good Questioner?
ReporterScientistDoctorLawyer
Auto MechanicPresenterTeacher
andSTUDENT!
What Kinds of Questions What Kinds of Questions Do They Ask?Do They Ask?
Information/FactualResearch/Probing
Provocative/IrreverantChallengingReflective
Motivational/InventiveDivergent
Etc.
Our First “Expert”Our First “Expert”Mckenzie, Jamie.
• From Now On (Ed. Tech. Journal)http://www.fno.org/
• The Question Mark (Ed. Tech. Journal)http://questioning.org/index.html
• Beyond Cut-and-Paste. 2009.• Leading Questions. 2007.• Learning to Question to Wonder to Learn. 2005.
From Trivial Pursuit toFrom Trivial Pursuit toHigher Order ThinkingHigher Order Thinking
The Question Press: Jamie McKenziehttp://www.fno.org/feb04/questionpress.html
The Biography Maker: Jamie McKenziehttp://www.fno.org/bio/QUEST.HTM
The Questioning ToolkitThe Questioning Toolkit
Jamie McKenzie
Essential QuestionsEssential Questions
Essential Questions probe the deepest issues confronting us, complex subjects with no simple answers. These should be the questions that offer the organizing focus for a unit.
A Few Examples . . .• Personal
– How can I be a better person?
• Educational– Why do we have to fight
wars?– How could political
issues or ideas ever become more important than family loyalties?
Subsidiary QuestionsSubsidiary Questions
Subsidiary Questions help us build answers to our essential questions. Big (essential) questions lead to smaller (subsidiary) questions for providing insight.
A Few Examples . . .• What’s the worst that
can happen if . . .?• What are the potential
benefits of . . .?• What are the available
resources to . . .?
Hypothetical QuestionsHypothetical Questions
Hypothetical Questions are “suppose” and “if” questions designed to explore possibilities and test relationships.
A Few Examples . . .• What if the South had
won the Civil War?• Suppose the earth had
no moon.
Telling QuestionsTelling Questions
Telling Questions lead us directly to the target. They focus on only the facts that illuminate the main question at hand.
An Example. . .• What is the violent crime
rate for cities in Minnesota as reported by ?, and how has it changed over the last ten years? (This telling question would help answer which Minnesota city is the safest.)
Planning QuestionsPlanning Questions
Planning Questions require that we think about the structure of our research, where we will look, what resources (time and information) we might use to develop a plan.
A Few Examples . . .• Who is an authority on
this topic?• What is the best tool to
gather the most reliable and relevant information?
• How can we plan our time to match the resources available and our final product?
Organizing QuestionsOrganizing Questions
Organizing Questions provide structure for our research findings.
A Few Examples . . .• What is the best way to
organize this information?– Chart for
Compare/Contrast– Spreadsheet for Data
Collection– Summary of Key
Information (Bits and Bytes)
Probing QuestionsProbing Questions
Probing Questions take us below the surface and to the “heart of the matter.”
A Few Examples . . .• Are there clues that will
help me get to the “good stuff”?
• How can we use our prior knowledge to help guide our search for new information?
Sorting & Sifting Sorting & Sifting QuestionsQuestions
Sorting and Sifting Questions help us determine what information is reliable and relevant.
A Few Examples . . .• Is this data worth
keeping?• Is this information
reliable?• Is this information
relevant to the topic?
Clarification QuestionsClarification Questions
Clarification Questions help define words and concepts, examine the coherence and logic of an argument, and determine underlying assumptions.
A Few Examples . . .• What do they mean by .
. .?• How did they develop
the case they are presenting?
• Are there any questionable assumptions below the surface?
Strategic QuestionsStrategic Questions
Strategic Questions focus on ways to make meaning.
A Few Examples . . .• What do I do next?• What type of question
would help me with this task?
• Do I need to change my research plan? If so, how?
Elaborating QuestionsElaborating Questions
Elaborating Questions extend and stretch what we are finding.
A Few Examples . . .• What does this mean?• What are the implied or
suggested meanings?• What does this really
mean?
Unanswerable QuestionsUnanswerable Questions
Unanswerable Questions push the thought process to the greatest extent in the hopes of getting closer to the “truth.”
A Few Examples . . .• How will I be
remembered?• What is the Good Life?
Inventive QuestionsInventive Questions
Inventive Questions make adjustments to our findings to help get closer to discovering something new.
A Few Examples . . .• What might still be
missing?• Can I display this in a
way that will help shed more light on my essential question?
Provocative QuestionsProvocative Questions
Provocative Questions push and challenge and may throw conventional wisdom off balance.
A Few Examples . . .• Where’s the beef?• What’s the point? • Is there any worthwhile
information here?
Irrelevant QuestionsIrrelevant Questions
Irrelevant Questions divert us from the task at hand (and that’s not always a bad thing).
A Few Examples . . .• What if we . . .?• Have you thought about
. . .?
Divergent QuestionsDivergent Questions
Divergent Questions use existing knowledge as a base from which to “kick off” like a swimmer making a turn. (These questions seem more logical than irrelevant questions.)
An Example . . .• What are some related
topics that might give us some insight or send us in a new direction?
Irreverent QuestionsIrreverent Questions
Irreverent Questions explore territory which is “off-limits” or taboo.
An Example . . .• Think of the story of
The Emperor’s New Clothes. This classic story shows what happens when irreverent questions are discouraged and obedience and compliance are prized.
Our Second “Expert”Our Second “Expert”Loertscher, David.
• Ban Those Bird Units! 2005. • Beyond Bird Units. 2007.• Davidvl.org (website of David Loertscher)
From Trivial Pursuit toFrom Trivial Pursuit toHigher Order ThinkingHigher Order Thinking
Beyond Bird Units*: David Loertscher, Carol Koechlin, and Sandi Zwann
What is a Bird Unit?
*By the way, we and they have nothing against birds.
The Think ModelsThe Think Models
• apply critical and creative thinking. • build cross curricular literacy skills and new
literacies. • are engaging and effective. • empower students to build deeper
understanding. • are knowledge building learning experiences.
The Think ModelsThe Think Models
• are a framework for designing successful assignments.
• effectively utilize information and technology rich learning environments.
• provide opportunity for differentiated instruction.
The Think ModelsThe Think ModelsAppetizers• Background to Question Model• Sense-making Model• Read, View, and Listen Model• Advice to Action Model• Compare and Contrast Model
The Think ModelsThe Think ModelsMain Courses• Concept Building Jigsaw Puzzle Model • Problems/Possibilities Jigsaw Puzzle Model • Decision Matrix Model • Patterns and Trends Matrix Model • Timeline Model • History & Mystery Model • Take a Position Model
The Think ModelsThe Think ModelsMore Main Courses• Re-Create Model • Reinvent Model • Learn By Doing • The Teacher-Directed Quest Model
– On-Line Quest Projects – The Report – The Research Paper – The WebQuest as a Research Model
The Think ModelsThe Think Models
More Main Courses• Learner Directed Quest
– Hero’s Journey – Become an Expert– I Search
Dessert • Mix It Up!
Another ExpertAnother Expert• Porter, Bernajean. Turning Up the H.E.A.T.
Workshop (TIES 2009)
Bernajean Porter Presentation in Second Life
http://www.iste-eduverse.org/blog/iste-eduverse-talks-episode-13.html
From Trivial Pursuit toFrom Trivial Pursuit toHigher Order ThinkingHigher Order ThinkingTurning Up the H. E. A. T.: Bernajean
Porter• H = Higher Order Thinking• E = Engaged Learning• A = Authentic Tasks • T = Added Value Technology Uses
From Trivial Pursuit toFrom Trivial Pursuit toHigher Order ThinkingHigher Order Thinking
YOUR ACTION PLAN?
•Consciously ask better questions•Encourage students to ask good questions•Transform one “bird unit” •Turn one lecture into a discussion•H.E.A.T. up one assignment
A Few IdeasA Few Ideas• Thought-Provoking Question of the Day
(or Week) http://www.internet4classrooms.com/question_day.htm
• E-Projects (To Generate Questions) Beyond “All About . . .”:– Pathfinders– Virtual Tours http://www.theteachersguide.com/virtualtours.html
– Interactive Video Conferencing
• Use artifacts, photos, quotations, film clips, etc. to model and teach good questioning.
http://www.minnesota-china.com/Education/fmMystPhNov14.htm
Can you guess what these locks are doing at the Great Wall of China?
A. When workers at the Great Wall find lost locks in the bicycle parking lot, they place them in this "lost and found" display.B.When tourists come to the Great wall, they can rent a lock and store their things in a locker.C.When newlyweds come to the Great Wall, they place a lock in the chain.
More IdeasMore Ideas• Technology Tools for Higher Order Thinking
– Concept Mapping Tools• SMART Notebook• PowerPoint and Word• Inspiration
– Graphic Organizers
Note the types of visual organizers available in Smart Art in Powerpoint
Resources We RecommendResources We Recommend
Bloom’s Taxonomy (1950s) Bloom’s Revised Taxonomy
Bloom’s Taxonomy Blooms Digitally
Resources We RecommendResources We Recommend
http://www.pgcps.pg.k12.md.us/~elc/isquestiontopromote.html
• What Are the Types of Questions? • What Is the Value of Wait Time? • Questioning and Brain Research • Teaching in the Interrogative • Dimensions of Learning and the Questioning Process • A Checklist for Effective Questioning • Resources for Questioning to Promote Higher-Order Thinking