Leading with Questions Steve Barkley 2013

How are these used in your role? Presenting Training Facilitating 3

Presenting 4

Training Consider Experiment Practice 5 T

Facilitating F Leads to Action P P P

How are these used in your role? Presenting Training Facilitating 7

INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship IDEA Ideas Goals Options Changes Ways Possibilities Opportunities ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar APPRAISAL WeighGrade RatePrioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main ideaCondense Main pointReduce SummarySum up FocusIn a nutshell Summarize EVALUATION BeliefJudge ViewpointDecide OpinionEvaluate BelieveCritique PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION ApplyBuildDo UseWriteGraph PlanMakeDesign CombineDraftCompose ConstructDrawRole play InterviewReportProduce SimulateComputeCreate Questions for Life Cue Words PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics

ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar Questions for Life PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics Row 1: Gathering Information

INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship APPRAISAL WeighGrade RatePrioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main ideaCondense Main pointReduce SummarySum up FocusIn a nutshell Summarize EVALUATION BeliefJudge ViewpointDecide OpinionEvaluate BelieveCritique Questions for Life Row 2: Working with Information

IDEA Ideas Goals Options Changes Ways Possibilities Opportunities PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION ApplyBuildDo UseWriteGraph PlanMakeDesign CombineDraftCompose ConstructDrawRole play InterviewReportProduce SimulateComputeCreate Questions for Life Row 3: Taking Action

Questions for Life G G PerceptionsGeneralizations Induction

Questions for Life G G Perceptions Generalizations Perception Perceptions Analysis

Questions for Life Perception Same/Different

Questions for Life 15 FriendsAA B B

Row 1 What do you see students doing during classes that indicates effort that you believe produces greater learning? (perception) List expectations for grade 9 students’ achievement in your department. (analysis)

Row 1 How would grade 9 th grade expectations differ from 11 th grade expectations in your department? (same/different) Identify students who work hard in your course and still struggle to pass. (analysis) What’s common about students in this group? (induction)

INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship APPRAISAL WeighGrade RatePrioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main ideaCondense Main pointReduce SummarySum up FocusIn a nutshell Summarize EVALUATION BeliefJudge ViewpointDecide OpinionEvaluate BelieveCritique Questions for Life Row 2: Working with Information

Questions for Life G G G G Generalization Generalizations Induction Insight G G G G

Questions for Life Appraisal / Evaluation (Same/Different) 20

Questions for Life Summary Process 1. Gather Perceptions G G G G 2. Analysis (Mindmap) 3. Appraisal 1,2,3, etc. (Rank) 4. Summary

Questions for Life Evaluation Do you believe a difference is possible? (Why/Why not?)

Row 2 What connections exist between teacher communications with each other and student achievement? (insights) What are the parent/home factors that impact current student performance? (analysis) What are the (3) most important things parents could do to support us? (appraisal)

Row 2 Summarize the current support that we receive from parents. (summary) How much effort should we invest in requesting support/educating parents about the goals and approaches we are taking? Why? (evaluation)

Questions for Life The Creative Process Collection Incubation Illumination Verification

Questions for Life Prediction + -

Row 3 In what ways can we incorporate individual student goal setting into our improvement plan? (ideas) What risk does our plan ask teachers to take? Students? Parents? Administration? (prediction) What is our next step? Who? When? (action)

INSIGHT Insights Parallel Inference Pattern Realization Infer Overlapping Connection Relationship IDEA Ideas Goals Options Changes Ways Possibilities Opportunities ANALYSIS List Sequence Outline Categorize Classify Analyze Reasons Factors Parts Procedures Sort Mind map Define Steps SAME/DIFFERENT Compare Contrast Differentiate Same Different Alike Similar APPRAISAL WeighGrade RatePrioritize Appraise Rank (by value) best-to-worst most-to-least SUMMARY Main ideaCondense Main pointReduce SummarySum up FocusIn a nutshell Summarize EVALUATION BeliefJudge ViewpointDecide OpinionEvaluate BelieveCritique PREDICTION Predict Forecast Hypothesize Consequences Affect Effect Happen ACTION ApplyBuildDo UseWriteGraph PlanMakeDesign CombineDraftCompose ConstructDrawRole play InterviewReportProduce SimulateComputeCreate Questions for Life Cue Words PERCEPTION Observe Hear Notice Touch Detect Feel Picture Taste See Smell INDUCTION Qualities Rule Pattern Generalization On the whole Common elements Common characteristics

Row 1 What are some of the first responses to individual goal setting that we are likely to hear from students? Parents? (perception) On the whole, what would indicate progress? (induction)

30 Questions for Life available at: books/questions-for-life-powerful-strategies-to-guide- critical-thinking/ books/questions-for-life-powerful-strategies-to-guide- critical-thinking/