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Questioning

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by

Brittney Davidson

on 12 March 2014

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Transcript of Questioning

Questioning
Are you really asking high-level questions?
Research shows that predominant use of higher-level questions during instruction yielded
positive gains on tests
of both factual recall and application of thinking skills. Yet, when teachers
who think
they ask high level questions were observed, only
1%

of the questions asked were high level
.
Question Stems for Bloom's
Bloom's
Level 1: Remembering
What is...? Where is...? Can you recall...? Can you select...?
Level 2: Understanding
What is meant...? What facts or ideas show...? Which is the best answer...?
Level 3: Applying
How would you use...? What other way would you plan to...? What questions would you ask in an interview...?
Understanding the Depth of Knowledge
Students need a wide level of activities
Low-level activities are referred to as being "recall" activities
Second-level activities are skill/concept activities
Third-level activities require strategic thinking
High-level activities are what we want students to do
These activities allow for extended thinking
Level Four Activities
These activities allow for students to
Design
Connect
Synthesize
Apply Concepts
Critique
Analyze
Create
Prove
Questions Can Help People Avoid Mistakes
"It is better to ask twice than lose your way once."

What does this mean?

Who
suffers
the most when questions are not asked?

How can questions clear up doubts and misconceptions?


Questions are an important part of Communication
Think about this:
When was there a time when you had an experience where a question was answered but you didn't understand?

How did that make you
feel
?
Could you have asked other questions to help you clarify your confusion?
Questions can help improve study skills in school
A student can use self-questioning to organize her thoughts. Before starting a project, a student might ask herself the following questions:

What do I know
about this?
What
don't I know?
Why
am I doing this?
What do I want to
accomplish
?
What
resources
will I need?
What if I fail?
What are
all the ways
I can ask it?
When does it have to be done?
Will I need
help
?
How do I
feel
about doing this?
ACTIVE vs. PASSIVE
We
teach
kids to
answer
we
don't teach
them to
question
!!!

There is more thinking and learning in asking questions than in answering them.

The
QUESTION
is more important than the
ANSWER
.

Once a question is answered, the inquiry process
STOPS!!!

So...
who
asks most of the questions in most classrooms??
The answer....
THE TEACHER!!!!

According to J.T. Dillon, teachers ask 80 questions per hour compared to only 2 questions per hour from all the students COMBINED!!!!

If teachers are asking most of the questions and there is more thinking and learning in questioning, then who is doing most of the teaching and learning in most classrooms???
Let's fix this!!!
It's time to turn classrooms into think tanks overflowing with inquiry.
It's time to teach kids how to ask questions, not just answer them.
The good news is that it's EASY!!!
You only have to remember two words:

ACTIVE
and
PASSIVE

Passive: Kids ANSWERING questions
Active: Kids ASKING questions
See the difference???
How can you fix this???
START WITH HOMEWORK!

Instead of giving students a page of math problems to solve, give them the answer and ask them to
make up as many different math problems as they can think that have that answer.

The KEY words here are
"many"
and
"different"

Whens students solve a page of math problems they are must do or use mathematics where most of the time
this is lower-level thinking.

When they make up or create their own math problems, they must think mathematically and it
becomes a higher level thinking process!!

When students do not ask questions, both teaching and learning suffer.

J.T. Dillon
Teachers who believe that their task is to educate the Socrates within students can make the classroom a place for asking as well as answering questions. Problem-finding will have equal importance with problem-solving. Student questioning is the tool that opens the "window" for effective, meaningful learning.

Garnet Miller
Narrow Questions
What is two plus two?

Can you name the animal called man's best friend?

List the characters in the story Goldilocks and the Three Bears.

What color is Mickey Mouse's Nose?

What animal looks like a horse but has stripes?
Wide Questions
What are all the ways you can think of to say four?

How are dogs and cats alike and different?

How would you feel if you found a bear hiding in your room?

What if your nose were on top of your head?

How come zebras have stripes but horses don't?
With no help from Socrates, children everywhere are schooled to become masters at answering questions and to remain novices at asking them. The normal practice is to induce in the young answers given to others to questions put by others. A complimentary practice would induce STUDENT QUESTIONS, forming their answers in the public light of joint inquiry.

J. T. Dillon
Question Stems for Bloom's
Level 4: Analyzing
How is _____ related to...? Can you list the parts? How would you classify...? What ideas justify...?
Level 5: Evaluating
How would you justify...? How would you compare...? Why did they choose...? Would it be better if...?
Level 6: Creating
What change would you make to solve...? Can you invent...? How would you test...? Can you predict what ___ if...? How could you change or modify the plot...?
Marzano's Questions Stems
Analysis
Which events could have really happened...? How was this similar to...? Why did... changes occur? Compare your... with that presented in...
Synthesis
How else could the story have ended? Retell the story from another character's point of view. Can you create new and unusual uses for...? Can you develop a proposal which would...?
Evaluation
How would you feel if...? Do you believe...? What changes to... would you recommend? How would you have handled...?
Marzano's Question Stems
Knowledge
What happened after? When and where does the story take place? Can you name the...? Can you tell why...?
Comprehension
Can you write in your own words...? Can you distinguish between...? What was the main idea...? How was the problem in the story solved?
Application
Do you know another instance where...? Can you group by characteristics such as...? What questions would you ask of...? What factors would you change if...?

Depth of Knowledge Question Stems
DOK 1
Can you recall _________?
When did ______ happen?
How can you find the meaning of _____?
Who discovered ______?
How would you describe ______?

DOK 2
Can you explain how ____ affected ____?
How would compare ____? Contrast ____?
What did you notice about _____?
What steps are needed to edit ____?
What can you say about ____?
Depth of Knowledge Question Stems
DOK 3
How is _____ related to ____?
How would you test ____?
What facts would you select to support ____?
Can you elaborate the reason ____?
What would happen if ____?

DOK 4
Design and conduct an experiment. Gather information to develop alternative explanations for the results of the experiment.
What information can you gather to support you idea about ____?
DOK 4 requires time for extended thinking.
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