Questions and Questioning Strategies

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Presentation transcript:

Questions and Questioning Strategies

Questions and questioning strategies We use different questions for different purposes Task 1: Make a list of some questions you have asked in the past two weeks.

Questions and questioning strategies Now, sort those questions by purpose…What were you trying to accomplish with each question?

Questions and questioning strategies 80 % of class time spent asking questions… Of every 5 questions asked, 3 are recall, 1 managerial, 1 higher order thinking…

Questions and Questioning strategies Practice, practice, practice Plan ahead Be intentional

Factual, Convergent, Divergent and Evaluative Questions Factual questions use the lowest levels of cognition and seek one correct answer: e.g. how many states are there in the United States? Convergent questions have a small range of accurate answers, e.g.: Name the adaptations that a sagebrush plant has that allow it to live in dry conditions. Divergent questions lead to the exploration of lots of possible answers. For example: If you could create an animal to live in the sagebrush community, what special adaptations would it have? Evaluative questions ask students to critically analyze or make judgments about something, e.g.: compare and contrast different strategies for teaching kids science concepts. Which of these is most appropriate for residential outdoor science education?

Brainstorm What factual, convergent, divergent and evaluative questions might we ask students in our exploration of Boulder Creek? Silently list one or two for each category then share these with your teaching partner…

Bloom’s Taxonomy A brief introduction…

What is it and why do I care? Small picture: It’s a framework for understanding how to get kids to think at “higher levels”. It can help you “differentiate”. Big picture: It’s teacher talk Bigger picture: It will help with future curriculum / lesson planning

Levels of Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation

Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analysing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding Example: What kind of tree is this?

Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Example: Describe how you know that this is a _______ tree

Applying Using information in another familiar situation Implementing, carrying out, using, executing Example: Use what you learned about this tree to find another ______ tree

Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Example: How does this tree compare to others here? What characteristics of this tree might allow it to live in this biome / ecosystem?

Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging Example: Are the adaptations of this tree suited to the conditions in its current environment?

Creating Designing, constructing, planning, producing, inventing. Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Example: Invent another organism that could live well in this environment.

Lower and Higher Order Questions Lower level questions are those at the remembering, understanding and lower level application levels of the taxonomy. Usually questions at the lower levels are appropriate for: Evaluating students’ preparation and comprehension Diagnosing students’ strengths and weaknesses Reviewing and/or summarizing content www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

Lower and Higher Order Questions Higher level questions are those requiring complex application, analysis, evaluation or creation skills. Questions at higher levels of the taxonomy are usually most appropriate for: Encouraging students to think more deeply and critically Problem solving Encouraging discussions Stimulating students to seek information on their own www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm

Evaluation time Task 2: Review your questions once again… Are you asking appropriate questions? What levels of cognition are you engaging?