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Questioning for Quality Thinking

Questioning for Quality Thinking. April S. Dudley. Is Questioning Important?. The types of questions we ask affect the levels of our students’ thinking. Goals for Today. Compare Bloom’s Taxonomy with the SAT9 classifications. Examine sample questions at each level.

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Questioning for Quality Thinking

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  1. Questioning for Quality Thinking April S. Dudley

  2. Is Questioning Important? • The types of questions we ask affect the levels of our students’ thinking.

  3. Goals for Today • Compare Bloom’s Taxonomy with the SAT9 classifications. • Examine sample questions at each level. • Create questions for each level. • Share effective questioning and responding techniques.

  4. SAT9 Comprehension Classifications • Initial understanding • Interpretation • Critical analysis

  5. Bloom’s Taxonomy • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

  6. Initial Understanding(Knowledge & Comprehension) • Literal comprehension • Ability to understand directly stated details and relationships • What the author said

  7. Five w’s How How much What does it mean Describe Define Match Classify Compare Which one Choose Omit Rephrase Summarize Graph Outline Examples of Initial Understanding

  8. Sample Knowledge Questions • Write the formula for _____. • What countries did Napoleon conquer? • Who wrote “Ode to a Grecian Urn?” • State the rule for making these words plural. • Give the definition of _____.

  9. Sample Comprehension Questions • Give your own definition of perseverance. • Give an example of a time when you persevered. • Tell me in your own words what happened in the story.

  10. When we ask too many questions, they are usually lower level questions.

  11. Interpretation(Application) • Inferential comprehension • Ability to discern ideas beyond the text • Read between the lines • What the author meant • Connection of new information with prior knowledge and experiences

  12. Predict what would happen if Infer character traits Infer the main idea Infer cause-effect Form analogies Make comparisons Explain Identify the results of Tell what would happen Tell how much change there would be Examples of Interpretation

  13. Samples of Application Questions • If you wished to keep a liquid that was very similar to water from freezing, what might you add to it? • Locate the metaphors in the story. • In what way is our class a democracy? A dictatorship?

  14. Critical Analysis(Analysis, Synthesis, & Evaluation) • Analysis • Take apart or look at something in depth • Synthesis • Combine elements into a pattern not clearly there before • Evaluation • Pass personal judgment according to some set of criteria and explain

  15. Don't skip the critical thinking questions in the textbook!

  16. Distinguish What assumptions What conclusions Fact-Opinion What relationships What extraneous statements Create Defend Compose Design Plan Propose an alternative What fallacies appear Criticize Examples of Critical Analysis

  17. Samples of Analysis Questions • List arguments which would support the position and/or defeat it. • In what ways is Hamlet typical of Shakespeare and in what ways is the play unique? • Which factors do you believe contributed most to Edison’s genius?

  18. Samples of Synthesis Questions • Design your own experiment to demonstrate _____. • Create a hypothesis that would explain _____. • Write a poem or essay expressing your feelings about _____.

  19. Examples of Evaluation Questions • Which poet did you enjoy more? Why? • What do you believe was the person’s most significant contribution? Support your answer. • Write three introductory paragraphs. Star the one you think is best. State your reasons.

  20. Be Prepared for the SAT9! • Two-thirds of the SAT9’s questions come from the highest levels. • Use SAT9 terminology. • Use SAT9 format.

  21. Presentation of Questions • Verbally • Plan for these. • Ask throughout lesson. • Written • All levels of questions should be on handouts & tests. • Use SAT9 format.

  22. Call on students randomly Utilize “think-pair-share” Remember wait time I and II Ask follow-ups Withhold judgment Ask for summary Encourage student questioning Survey the class Allow for student calling Play the devil’s advocate Ask students to “unpack their thinking” Use “think-hold-respond” Strategies to Extend Student Thinking

  23. Ask Questions Appropriately • Ask one question at a time. • Respond with a second question to cue a better response. • Avoid having a few students answer all the questions.

  24. Ask Questions About Different Types of Texts. • Textual • Text books • Functional • Encyclopedias • Menus • Schedules • Maps • Recipes • Recreational • Comic books • Trade books

  25. Is Questioning Important? • The types of questions we ask affect the levels of our students’ thinking.

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