Enhancing Questioning Skills Stop the Bobble Heads and Get the “Wheels” Turning Dan Petterson, Ed.D. petterson@pobox.com Skilled Motorcyclist Association – Responsible, Trained and Educated Riders, Inc. SMARTER @ www.smarter-usa.org

Purpose Promoting reflection (thinking) requires you to have a choice of questions. If you have never thought consciously about asking questions, your thinking stimulus tools lie unsorted, unlabeled and unidentifiable in the bottom of your tool box. Does anybody have any questions? Does everybody understand? Learn why these types of common Instructor/RiderCoach questions are a waste of time and effort Learn specific techniques to enhance questioning skills

Promoting reflection Three parts of reflection Thinking, talking, writing # 1 facilitator skill for promoting reflection Asking quality questions

Reasons for Reflection Join 1-3 others near you and as quickly as you can, share reasons you would want your students to reflect on their learning/learning experience. 2 minutes max. Share thinking

Quality Reflection – p2 1. Reflection includes thinking, talking and writing 2. Reflection is amplified when done with others 3. Reflection is enhanced when conversations are focused and structured 4. Reflection is enriched when all members of the learning community consciously use the tools of inquiry and nonjudgmental response behaviors. 5. Reflection is essential to understanding and application of new information. 6. Insights (complex learning) results only from reflecting on experience.

Reflection & Rider Training “Thinking about and verbalizing (and maybe writing) answers to quality questions enhances student reflection. Reflective participants (students) are more likely to positively change overt behavior. Positively changed behavior is the link to risk reduction. “

Stop the Bobble Heads When you think about questions that might be termed “bobble head” questions, what comes to mind? 30 seconds thinking, 2 minutes max. talking Share your thoughts

Bobble Head & Other Weak Q’s Are there any Q’s? Do you understand? Asked for the purpose of assessing progress/readiness however do not provide any progress information Yes-and no or single correct answer Vague Q = vague answer (vague thinking) How did you feel about that exercise? Fine! Trick Q’s = breaking of trust & rapport

Bobble Head & Weak Q’s Solution Know Identify Stop Which opens opportunity for enhanced questioning

Two great reasons for asking questions Questioning - is the number one teaching tool for promoting reflection - is a universal tool – not connected to specific content or content knowledge

3 Parts of a Question – p3 1. Question stems – who, what, when, where, why, how 2. The verbs you choose = the thinking tasks you are asking about 3. The content – you want your students to think about is usually presented as the subject of your question

3 parts - Practice What did we say was the brake with the greatest stopping power? - What = the Q stem - did we say = the thinking task - greatest stopping power = content Construct a new more powerful Q (more likely to promote reflection) using a different stem and different thinking task, but with same content. Think and then share

One example How, if the asphalt is wet, would you use the brakes and still take advantage of the stopping power of the front brake? Note – you might not need to hear the answer. Content Q’s with a correct answer require the instructor to monitor. Reflection, thinking, (learner-centered) might not have a correct answer and might not need instructor monitoring.

Seven specific techniques 1. Stop asking why – instead ask (p 4) 2. Positive presuppositions (p4 & 5) 3. The multi-purpose tool (p 5) 4. Precision & specificity (p 5) 5. Plural forms (p 6) 6. Scenario based (p 7) 7. Take-away (p 8)

Summary Stop the bobble head questions Find alternatives to asking “why” Imbed positive presuppositions in your questions When in doubt, use a “multi-purpose tool” Stay alert to lack of specificity in language and inquire for more precision Use the plural form Provide a new context – scenario Plan a take-a-way Evaluate, revise and plan for enhancement

Evaluating your Questions

Summary – p 6 & 7) When you think about the techniques for enhancing your skill at constructing and asking questions, which do you think will: Require the most thought and practice Be the easiest to implement Share with others near you and also share the reasons for your choices

Practice Groups of 3-5 Be prepared to talk about the question weakness Be prepared to identify which technique(s) might be used to make an improved question Individually write an improved Q

Paper & Envelope Identify at least 2 things you have learned Identify how you will use each of two things Identify how you will practice or refine Identify when Place in envelope, seal & address to self