1 / 16

Rigor and Questioning

Rigor and Questioning. What is Effective Questioning? How does it relate to Rigor?. Misuses of Questioning. Primary means to check for comprehension Initiate-Respond-Evaluate Cycle Guess what’s in the teacher’s head Vocal minority of students dominate

savanna
Télécharger la présentation

Rigor and Questioning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Rigor and Questioning • What is Effective Questioning? • How does it relate to Rigor?

  2. Misuses of Questioning • Primary means to check for comprehension • Initiate-Respond-Evaluate Cycle • Guess what’s in the teacher’s head • Vocal minority of students dominate • Can’t ensure the whole class understands

  3. Developing Authentic Questions “The important thing is to ensure that the questions engage students in deeper thinking and not merely prompt them to recall information that they have read or been told.” Fisher & Frey, Checking for Understanding

  4. Rigor • Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels.

  5. Bloom’s Taxonomy An organizational structure to classify types of knowledge…an excellent tool for developing questions that represent the range of knowledge that should be taught in the classroom

  6. Bloom, Cont’d • Knowledge: Recall data or information (define, describe, identify) • Comprehension: Understand the meaning of information (estimate, explain, predict)

  7. Where’s Waldo?

  8. Bloom, Cont’d • Application: Use a concept in a new situation (apply, demonstrate, show, solve) • Analysis: Separate concepts into parts to understand (analyze, compare, contrast, differentiate)

  9. Application? Analysis?

  10. Bloom, Cont’d • Synthesis: Put parts together to create new meaning (create, relate, revise, compile, tell) • Evaluation: Make judgments about the value of an idea (critique, defend, interpret, support)

  11. Application, Analysis, Synthesis, Evaluation

  12. Occam's razor. • The simplest explanation is usually the right one.

  13. Webb’s Depth of Knowledge

  14. Constructing Effective Questions • Step 1: Formulate the question and its purpose • Step 2: Format the desired response and who will provide it • Step 3: Wait Time • Step 4: Scaffold the question so that students can answer • Step 5: Decide where to go next

  15. Instructional Practices to Increase Participation • Hand Signals (Thumbs Up/Thumbs Down) • Wipeboards • Socratic Seminar • Name Cards (playing cards/popsicle sticks) • Other Great Ideas ??

  16. Other Ways to Check for Understanding • Writing • Projects • Performances • Common Summative Assessments • Common Formative Assessments

More Related