T P G E S D O M A I N 3 B

S T A C E Y S T E V E N S

A S H L A N D R T C

Quality of Questions

Research Related to Current Practice

WHY does this happen? Think about your PreK/K classroom?

Research Findings:

#1: Teachers ask a lot of questions.

#2: Most questions asked by teachers are at the lowest cognitive level (fact, recall, knowledge)

#3: Teachers call on volunteers rather than holding all students accountable to answer questions.

#4 Teachers provide extremely little wait time.

#5 Teachers often accept incorrect answers without probing and frequently answer their own questions.

#6 Children are not encouraged to ask questions.

Walsh, J .A. & Sattes, B.D. (2005). Quality Questioning: Research Based Practice to Engage Every learner. Thousand Oaks, CA: Corwin Press

Research Finding #1: Teachers ask a lot of questions.

Implications:

Questions promote student learning, but it is best to use a few, well thought out questions rather than large numbers of questions.

Research Finding #2: Most questions asked by teachers are at the lowest cognitive level

(fact, recall, or knowledge).

Implications:

Purposefully planned and well thought out questions help children engage in higher level thinking and problem solving.

Research Finding #3: Teachers call on volunteers rather than holding all students accountable to

answer questions.

Implications:

A classroom culture of respecting everyone’s contributions should be established and all children should have the opportunity to answer questions.

Research Finding #4: Teachers provide extremely little wait time.

Implications:

Wait time is critical to promoting thinking and cognitive growth.

Research Finding # 5: Teachers often accept incorrect answers without probing and frequently

answer their own questions.

Implications:

Guiding the child’s thinking with prompts and probes enhances learning and language development.

Research Finding #6: Children are not encouraged to ask questions.

Implications:

When children are encouraged to ask questions about the content, they are more engaged and are more likely to learn.

Domain 3b: Using Questioning and Discussion Techniques

~Quality of questions

TPGES

Framework

Domain 3

• Look at the handout “Preschool Connections: Domain 3, Instruction 3:B

• Read “Exemplary”

• THE TOOLKIT INCLUDES STRATEGIES FOR USING QUALITY QUESTIONS

• LOOK AT “QUESTIONING STRATEGIES” HANDOUT ( Y E L L O W )

• HOW DO YOU/CAN YOU USE THESE STRATEGIES IN YOUR CLASSROOM?

KASC TOOLKIT

“Moving Beyond Who, What, Where, and Why”

Take 3 minutes and read the article.

BLOOMS TAXONOMY (Revised)

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

Let’s look at each level more closely!

1. Remember (rote)

Exhibit memory of previously learned materials by recalling facts, terms, basic concepts, and answers.

Let’s look at each level more closely!

2. Understand

Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.

Let’s look at each level more closely!

3. Apply

Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.

Let’s look at each level more closely!

4. Analyze

Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.

Let’s look at each level more closely!

5. Evaluate

Present and defend opinions by making judgements about information, validity of ideas, or quality of work based on a set of criteria.

Let’s look at each level more closely!

6. Create

Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

ACTIVITY

• Using the suggested activity, write 6 questions to address each level of the Revised Bloom’s Taxonomy.

• Be prepared to share with the group.

QUESTIONING STRATEGIES THROUGHOUT THE DAY

• Learning Center Question Prompts

• Quick Flip Questions for the Revised Bloom’s Taxonomy

Application

• Using your new resources, apply questioning techniques to your lesson planning sheet.

• Create questions for large group, small group, individual work, and transition times.

• Make sure you include all levels of Blooms

Additional Resources

• Your handouts include additional resources

• The RTC has resources available in the Lending Library

• Call/Email if you ever have questions or need support or assistance