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Print Copy TWQE: Making Connections 2015 CScoggin

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Patrick Scoggin

on 8 June 2015

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Transcript of Print Copy TWQE: Making Connections 2015 CScoggin

Thanks for Coming!
TWQE: The Write Questions for Student Engagement
Nicole Cooley &
Cellie Scoggin

Learning Targets-Goals
Group Norms & Roles
Domain 3: Instruction
Standard 9
You can expect:
Learning and Collaboration

We are counting on you!
Learn from one another
Actively participate
Commit to a partnership in this journey

Participants will:
Deepen understanding of effective questions for student engagement.
Understand the levels of questioning for higher-order thinking.
Learn to help students create their own questions.
Reflect on current questioning practices and establish goals for next year.
5 minutes!
1. Establish 4 norms for your
2. Determine group roles:
Time Keeper
Errand Monitor

Let's Get Organized
Domain 3: Instruction
Standard 9
Compare & Contrast!
Domain 3: Standard 9
(Pages 1 & 2)

Level 3
Level 4
The Best Question Ever
Take a good look at each photographic text.

If you could ask this person only one question, what would it be?

The goal is to learn as much as you possibly can about who this person really is. Your question should not be too broad, nor too limiting.

Using blank paper provided, write your question for each photograph in 2 minutes.

File your question! We will use it at the end of the session!

Habits are Hard to Break
A teacher with 20 years of experience will have asked something like a half a million questions in her career. And when you’ve done something the same way, half a million times, it’s quite difficult to start doing it another way.
Wiliam (2003)

Commit & Toss Activity
No Talking:

Number your paper from 1-6 (Do not put your name on your paper)

For each of the 6 statements, answer honestly with:
All of the time
Some of the time
Not yet

All of the time? Some of the time? Not yet?
1. I purposefully plan and prepare for
questioning in my classroom.
2. I allow students at least 7 seconds to answer
questions in my classroom.
3. I take time to value the responses of my
4. I encourage my students to question their
own understanding.
5. I plan for various levels of questioning in my
6. My students have opportunities to write their
own questions.
Commit & Toss Activity
Make your paper into a snowball and toss it across the room.

Pick up a ‘snowball’ that is not your own and toss it in the same manner.

Return to your original seat.

Now, open your paper that you have retrieved and discuss the “results” with your elbow partner.

Be prepared to stand based on the notes!

A Look at the Results
1. I purposefully plan and prepare for
questioning in my classroom.
2. I allow students at least 7 seconds to answer
questions in my classroom.
3. I take time to value the responses of my
4. I encourage my students to question their
own understanding.
5. I plan for various levels of questioning in my
6. My students have opportunities to write their
own questions.
All of the time
Some of the time
Not yet
Did you Know?
On average, a teacher asks 400 questions a day (one third of their time)

Most of the questions are answered in less than one second (Hastings, 2003)

60% are recall facts and 20% are procedural (Hattie, 2012)

Most answers are right or wrong

In the classroom, questions are central to...
"Quality questions create a quality life. Successful people ask better questions, and as a result, they get better answers."
Anthony Robbins
Closed Questions
Imply that teacher has a predetermined correct response in mind
Recall of facts
Simple comprehension where answer has been previously provided

Using Closed Questions

Closed questions have the following characteristics:
They give you facts. 
They are easy to answer.
They are quick to answer.
They keep control of the conversation with the questioner.

Using Open Questions

Open questions have the following characteristics:
They ask the respondent to think and reflect.
They will give you opinions and feelings.
They hand control of the conversation to the respondent.

You can tell whether a man is clever by his answers. You can tell whether a man is wise by his questions.

Naguib Mahfouz
Open Questions

Allow for range of responses
Encourage students to think beyond literal answers
Help teacher to assess student’s understanding of content

Strategies for Redeeming Closed Questions
A Range of
A Statement
Right and Wrong
Starting From the Answer/End

Opposing Standpoint
Why do we ask questions?

To interest students
To engage students
To challenge—stretch students
To guide students toward understanding when we introduce material
To push students to do a greater share of the thinking in the classroom
To alter the level of challenge provided
To promote reasoning
To stimulate thinking
To extend responses
To promote active listening
To determine the progress made in lessons
To remediate an error
To check for understanding
To promote students’ thinking about the way they have learned
To check the effectiveness of teaching
3 Tips & General Rules of Thumb For Effective Questioning (pages 4 &5)
Wait Time:
Think Time—Write Time—Talk Time
When 7 or more seconds of Wait Time is given…
the length and correctness of student responses increases.
the number of “I don’t know” and no answer responses decreases.
the number of volunteered, correct answers increases.

When 7 or more seconds of Wait Time is given….
teacher questions are more varied and flexible
the quantity of questions decreases and the quality increases
teachers ask add-on questions requiring higher-level thinking and processing
Think Time
Depends on the complexity of the question
Instruct students to take a “thinking moment” before you either open the floor for answers or, better yet, you choose a student to respond.
Write the question on the board, while students are thinking, for visual learners
Provide the students with a time of reflection and rehearsal

Write Time
Especially helpful for tactile/kinesthetic learners
It’s not specifically the writing that helps the learning
Writing is an active, rather than passive, task
Writing involves more of the whole body in the process of thinking
Writing clarifies perspectives

“I don’t know what I think until I write it down.”
(Norman Mailer)

Talk Time
Talk time is representative of thinking and writing.
Talk time/discussion is the foundation of students becoming more literate.
Talk time increases comprehension.
Talk time increases ability to collaborate.

“Reading and writing float on a sea of talk.”
(Britton, 1983)

Teach Students to Create Their Own Questions
Did you know?

Teachers take up to two-thirds of the classroom talk time. Students are “talk-deprived”
(Alvermann et al., 1996)

Student discussion increases retention as much as 50%.
(Sousa, 2001)

Teach students to write different Levels of Questions :
In the text:
(Remembering, Understanding, Applying)
Right there!: You can put your finger on the place in the text where the answer is found.
Pulling it together: You have to put the answer together using different parts of the text.

In my mind:
(Applying, Evaluating, Creating)
On my own: The answer is not in the text, but reading the text will help you know how to answer.
Author & me: You have to answer by combining what you find in the text with what you already know.

In the world:
(Applying, Analyzing, and Evaluating)
Making Connections: The author is pointing to something larger than what is contained within the boundaries of the text.
Essential Questions: Answering these questions before reading and after reading expands your connections to the world

Bloom’s Levels:
Guides us to differentiate questions more effectively (pages 7-10)

Your Turn!
The Three Little Pigs:

Classify each question based on the levels of Blooms:
1. What would you have done?
2. Can you think of a different ending?
3. What happened in the story?
4. What would you have built your home with?
5. Give examples of how the third pig showed
6. How did the wolf manage to tear down the two
7. Why did the three pigs have to leave home?
8. How would you defend the wolf’s action?
9. Which part of the story did you like best?

A Practical Checklist for Planning Questions
Knowing as a basis for action
What basic knowledge does the learner need?
What particular skills does the learner need? (E.g. map-reading skills, ecology techniques, science skills, procedures)
What are the relevant facts? And theories?
What skills does the learner need to find out for herself or himself?
How is the work to be communicated?

Demonstrating understanding
Can the learner identify main points? Similarities? Differences?
Is it possible to ask any of these questions:
Can you explain in another way?
Why did this happen?
What were/will be the consequences?
How does this affect you/other people? Why?
Would you make the same decision? Why? Why not?
A Practical Checklist for Planning Questions
Looking for overall patterns and relationships
Can learners identify connections, sequences, patterns and themes?
Is it possible to ask any of these questions:
What is the overall plan?
How do the components fit together?
What is happening now?
What happened before?
What is likely to happen?
How do you feel about it?
Is it logical? Why? Why not?
The Best Question Ever
Retrieve your questions based on the picture text.
Evaluate your questions (page 6)
With a partner, revise your questions to increase the Bloom’s level.
Be prepared to share!

Reflection and Goal Setting
Using the first two pages of your Toolbox, reflect… Rate yourself:
Level 1: Unsatisfactory
Level 2: Emerging
Level 3: Effective
Level 4: Distinguished

Next, write a one-sentence explanation of why you rate yourself within that level.

Then, write two goals you will commit to for the 2015-16 school year to increase to the level you want to reach.

With your team, determine one goal to share with the entire group.

Provide Feedback!
Nicole Cooley
Senior ELA Instructional Coach
Bailey Education Group, LLC

Cellie Scoggin
Director of Educational Services
Bailey Education Group, LLC
Full transcript