The SIOP Model for PCSD: Questioning Kristen Lindahl

Objectives Educators will be able to: CO: Classify sample questions by categorizing them according to Bloom’s Taxonomy LO: Create new questions by completing a graphic organizer about open questions.

Review “Strategies” Component Look for classroom use of 3 types of strategies Cognitive, metacogntive, socioaffective Look for classroom instruction on how to independently use the strategy Declarative, procedural, conditional knowledge Scaffolding techniques Verbal: paraphrasing, “think-alouds,” contextual definitions, re- stating, pauses at thought groups Instructional: partners, groups, modeling, guided practice Questions & Tasks that promote higher-order thinking

Step 1: Brainstorm Questions Think of a lesson topic that you’ll teach today/this week. Write 5-7 questions that you would/will ask students during discussion time on this topic (via oral discussion or a worksheet/essay).

Step 2: Classify Questions As we review Bloom’s verbs & respective questions, write a K- C -Ap -An -S -E next to the questions you wrote Knowledge Model Questions Who…? Where…? Which One…? What…? How…? How much…? When…?

Comprehension-Level Questions State in your own words. What does this mean? Is this the same as. . .? Give an example. Select the best definition. Condense this paragraph. What would happen if . . .? State in one word . . . Explain what is happening. Explain what is meant. What expectations are there? What are they saying? This represents. . . What seems to be . . .? What seems likely? Show in a graph, table.

Application-Level Questions Predict what would happen if Choose the best statements that apply to… What would result if.. Tell what would happen if …. Tell how much change there would be if… Identify the results of… Have you seen this in <blank> type of situation? How is...an example of...? How is...related to...? Why is...significant?

Analysis & Synthesis-Level Questions What are the parts or features of...? Classify...according to... Outline/diagram... How does...compare/contrast with...? What evidence can you list for...? What would you predict/infer from...? What ideas can you add to...? How would you create/design a new...? What might happen if you combined…? What solutions would you suggest for...?

Evaluation-Level Questions Do you agree...? Why do you disagree with …? What do you think about...? What is the most important...? Place the following in order of priority… How would you decide about...? What criteria would you use to assess...? In your opinion, …

Total up your questions How many questions did you have in each category? The average teacher asks 80,000 questions in a year. About 80% of those are at the Knowledge level (Gall, 1984; Watson & Young, 1986). Why questions are important: Promote higher-order thinking Provide formative assessment data for teachers Help students become autonomous learners Create reasons for learning

“Thick” vs. “Thin” Questions Thick Questions Thin Questions Broad, conceptual, universal concepts Yield a lot of information May take time, research, and discussion to answer Clarifying questions about specific words or content- specific concepts Yield short, discrete, or specific answers Often yield answers that students have memorized Swan, 2003

Questioning Strategy #1: SQP2RS Use with any content-area expository text S: Survey Students preview & scan text Q: Question Students generate questions about the text; Teacher posts P: Predict Based on questions from step 2; Teacher also posts R: Read Search for answers, confirm predictions, sticky notes or highlighters R: Respond Answer generated questions (orally or in writing) S: Summarize Oral or written; independently or with a partner/group; using key vocabulary

Questioning Strategy #2: QtA (Questioning the Author) Teacher’s Job: Identify major understandings and potential problems that students may face when reading. Read the text closely for author’s intent, major ideas, any obstacles that might affect comprehension Reflect on your own comprehension of the text Segment the text Develop questions: What is the author trying to say…? What is the author’s message? What is the author talking about? This is what the author says, but what do you think it means? How does this text segment connect with what the author has already said? Does the author explain this clearly? What’s missing? What do we need to find out? Did the author tell us that?

Questioning Strategy #3: Open Questions Open Question Type #1: “Start with the answer.” “What is 23 +38?” becomes “I’m thinking of two numbers. The sum is 61. What numbers might I have added?” “Who signed the Declaration of Independence?” becomes “I had a pivotal role in the development of the Declaration of Independence” “How many points is a field goal worth in football?” becomes “My team needs to score 13 points to win. What are all my options?

Questioning Strategy #3: Open Questions Open Question Type #2: Similarities & Differences “What symbols do you see in this painting?” becomes “What similarities do you see among the symbols in these paintings? “What are balanced forces?” becomes “How is the way that balanced forces act on a moving object different from the way they act on a stationary object?”

Questioning Strategy #3: Open Questions Open Question Type #3: Allow choice in the data/information provided “List the societal norms that can affect mental & emotional health” becomes “Choose two societal norms and explain how they can impact an individual’s mental & emotional health.” “What are the different bowing techniques in orchestra?” becomes “Choose a piece to play using one of the following bowing techniques: , slurs, connected (legato, detache), stopped, (staccato, marcato), and/or bounced (spiccato).”

Questioning Strategy #3: Open Questions Open Question Type #4: Create a sentence. “What are 5 adjectives that you can use to describe cold weather?” becomes “Use the terms <windy,> <chilly,> <rainy> and <cloudy> in a sentence.” “What’s a rational number?” becomes “Use the terms terminating decimal and repeating decimal to explain the difference between rational and irrational numbers.” “How can humans change the environment?” becomes “Use the terms desertification, deforestation, pollution to explain the relationship between humans and their environment.”

Objectives Check-In & Guided Practices Can you/Did you… Classify sample questions by categorizing them according to Bloom’s Taxonomy? LO: Create new questions by completing a graphic organizer about open questions? For each original question you wrote, transform it into an open question by conforming it at least two of the four options: Start with the answer, similarities/differences, allow choice in the data provided, create a sentence. Turn in your paper as an exit ticket!