The Question Matrix Q Matrix

Slides:



Advertisements
Similar presentations
Quality control tools
Advertisements

A Focus on Higher-Order Thinking Skills
KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN BADAN PENGEMBANGAN SUMBER DAYA MANUSIA PENDIDIKAN DAN KEBUDAYAAN DAN PENJAMINAN MUTU PENDIDIKAN THE CONCEPT OF SCIENTIFIC.
Thinking Like a Teacher: Let’s Design Effective Questions
Bloom’s Taxonomy vs. Webb’s Depth of Knowledge Michelle Williams Merrydale Elementary.
Principles of High Quality Assessment
Looking at Understanding. What does it mean for this student to really understand Earth Science?
Assessment and differentiation with Bloom’s Taxonomy
Math Log #2 Student A, B, and C(ordered from left to right) are walking down the hall and get stopped by administration. Which student(s) will receive.
Educational Psychology and the Learning of Science Bloom’s Taxonomy Involvement in Science Activities.
T 7.0 Chapter 7: Questioning for Inquiry Chapter 7: Questioning for Inquiry Central concepts:  Questioning stimulates and guides inquiry  Teachers use.
“In years to come, your students may forget what you taught them
Designing Common Core Assessment Questions for Educators Creating Type II and Type III Assessments.
Teaching Higher-Order Thinking Skills Dr. Yu-Lan Lin Boston Public Schools
Becoming a Successful Health Sciences Student. In a Health Science course you will be asked 2 types of questions. Lower level thinking questions. –require.
Cues, Questions, and Advance Organizers New Hanover County Schools Instructional Services
Depth of Knowledge Assessments (D.O.K.) Roseville City School District Leadership Team.
Writing Student-Centered Learning Objectives Please see Reference Document for references used in this presentation.
Blooms Taxonomy Margaret Gessler Werts Department of Language, Reading, and Exceptionalities.
Effective Teaching Strategies Day 2
Bloom’s Taxonomy A Focus on Higher-Order Thinking Skills.
BRINGING IT ALL TOGETHER Use of Rich Tasks. What is a Rich Task? Accessible to all levels Provides an opportunity to explore mathematics Involves testing,
IST_Seminar II CHAPTER 12 Instructional Methods. Objectives: Students will: Explain the role of all teachers in the development of critical thinking skills.
Recognizing these in the classroom
1 Engaging Students Incorporating Depth, Complexity, and Questioning Strategies into the classroom. Phase 1 “Plan for Using Questioning” November 4, 2009.
How to structure good history writing Always put an introduction which explains what you are going to talk about. Always put a conclusion which summarises.
4 MAT Cycle of Instruction Learning Process Deep Kaur.
Bloom’s Taxonomy The Concept of “Levels of Thinking”
Questioning Strategies EDG 4410 Teaching Strategies and Classroom Management University of Central Florida, Orlando, FL Dr. Verkler Fall 2014.
What is RIGOR in the Math Classroom?. Presenter Introduction: Stephanie Darley East Valley RttT Math Coach Curriculum Coach at DHHS Been with TLG for.
Bloom’s Taxonomy Circle Looking at the connection between the levels By Michele Smith, CIS Bootheel, eMINTS National Center.
How did you learn the skill of note taking? How did this skill contribute to your success? Quickwrite Questions:
Goals and Objectives  Why Use Questioning Strategies?  Effective Questioning Techniques  Levels of Questioning…Increasing Understanding, Models for.
Planning for Instruction and Assessments. Matching Levels Ensure that your level of teaching matches your students’ levels of knowledge and thinking.
CCSS & Smarter Balanced Mathematics: Key Shifts to Claims tinyurl.com/UPK5math University of Portland Brian Graham Camas School District TOSA M.Ed.
Assessment.
TAXONOMY OF EDUCATIONAL OBJECTIVES
Using Bloom’s Taxonomy
Animals use their senses for survival
“Because of the children”
EDU704 – Assessment and Evaluation
TAXONOMY OF EDUCATIONAL OBJECTIVES
Focus Questions What are they?
Culture and Decision Making
A Focus on Higher-Order Thinking Skills
Eileen Herteis The Gwenna Moss Teaching & Learning Centre
85. BLOOM’S TAXONOMY “Bloom’s Taxonomy is a guide to educational learning objectives. It is the primary focus of most traditional education.”
Using Seven Reader-Centered Patterns for Organizing
Thick vs. Thin Questions
Week 3 Vocabulary Science Scientific Method Engineering Method
EDU 301 EDUCATIONAL PSYCHOLOGY
Prior Learning Assessment
H.O.T. Questions High Order Thinking Questions
Six Patterns of Organization
Six Patterns of Organization
A Three-Step Approach for Analysis
Introduction to Flowcharts
Writing Learning Outcomes
Comparing and Ordering Integers
March 24, Math 102 OBJECTIVE: Students will be able to determine the best method of collecting data from a population in order to predict outcomes.
Ch. 7 Speaking Informally
POWER CHALLENGES Several Ways To Solve 7 CHALLENGES.
WALT: make inferences about what a character is thinking and feeling.
A Focus on Higher-Order Thinking Skills
Costa’s Levels of Questioning
Designing Your Performance Task Assessment
Including ELL Students Using Bloom’s Taxonomy
EDUC 2130 Quiz #10 W. Huitt.
Preparing students for assessments Janet Strain Ann Jakeman
DAE Model D = describe the event. A = analyse the event/object/photo several ways. E = evaluate your results.
Presentation transcript:

The Question Matrix Q Matrix P/J Methods EDUC 4454

Q Matrix a user-friendly adaptation of Bloom’s Taxonomy allows you to construct questions based on the word pairs within a matrix arranged in a hierarchy that considers Bloom’s Taxonomy

Q Matrix To use Q-Matrix: 1. Identify the level of thinking you wish your question to elicit and select word pairs to match your instructional focus “knowledge” word pairs – upper left portion of matrix “evaluation” word pairs – lower right As you move in any direction from the “What is?” – you are moving toward questions which require more in-depth thinking

Q Matrix 2. Choose any word pair – use this word pair as the first two words in your question followed by the appropriate content. Example: Which might? Which might be the best way to solve this problem? -Or embedded words i.e., “Of all the solutions we’ve discussed, which do you do feel might provide the best solution to this problem?”

Q Matrix 3. The horizontal items represent the subject of the question (event, situation, choice, person, reason, means) 4. The vertical items represent the process (present, past, possibility, probability, prediction, imagination)

Q Matrix Quadrants: “A” Asks for facts “B” Asks for comparisons, explanations, examples “C” Asks for predictions and possibilities “D” Asks for speculations, probabilities and evaluation

Q Matrix Work with a partner. Read your book. Create questions to complete the Q Matrix. What level of Bloom’s Taxonomy are your questions?