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Characteristics of Quality Questioning

Characteristics of Quality Questioning. Questions should be_________________ . This benefits the students in 2 ways: The appropriate and varied levels of thinking are used. The questions are congruent with the ________________. prepared in advance. objective.

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Characteristics of Quality Questioning

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  1. Characteristics of Quality Questioning • Questions should be_________________ . This benefits the students in 2 ways: • The appropriate and varied levels of thinking are used. • The questions are congruent with the ________________. prepared in advance objective

  2. Characteristics of Quality Questions • 2. The higher the level of question that is asked, the more ________________is needed. Count to slowly before prompting or calling on another student to answer a question. • 3. All answers to questions are ___________________. Thinking is always in rough draft form. All students’ answers deserve _______________. wait time 5 provisional respect

  3. Characteristics of Quality Questions • 4. The most important part of the questioning process is: • _____________________________________. Go beyond “good” and “right” and instead probe to encourage students to make connections and complete their thoughts. the teacher’s response to the student’s answer

  4. Characteristics of Quality Questions generate 5. Asking readers to ___________ questions while reading was the strongest scientifically-based evidence of seven strategies that improve reading comprehension.

  5. Characteristics of Quality Questions 6. Give ______ students opportunities to engage and activate prior knowledge by expecting all students to ____________ the information from long-term memory. Ask the question first before calling on a student. all retrieve

  6. STEP 1: Choose & Use a Questioning System Questioning Systems: 1. Bloom’s Taxonomy (Revised) 2. Deeper Learning Domains • Question-Answer Relationships (QAR) • Art Costa’s (3 Tier Home) • Webb’s Depth of Knowledge

  7. The Question Formulation Technique • Produce your Own Questions • Ask as many questions as you can • Don’t stop to discuss, judge or answer the questions • Write down everything exactly as it is stated • Change any statement into a question • Improve Your Questions • Categorize them as closed or open-ended • Prioritize Your Questions • Choose the 3 most important questions. Why?

  8. Good, Better, Best Question • Have students create 2 questions about a picture or topic. (GOOD) • Answer those questions. • Then students create 2 additional questions that are “higher” level than the first three. (BETTER) • Answer those questions. • Finally, ask students to create “highest” level question. (BEST) GOAL: Each set of questions should require more thinking than the other. SUPPORT: Might give question stems for Bloom’s to help students generate the questions. pp. 10-11

  9. Question Marking ?A– Question to Author (Why did you…) ?T – Question to Teacher (Confused about text) ?S – Question to Self (Content to research) ?F – Question to a Friend (To review later)

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