1. Questioning Strategies EDG 4410 Teaching Strategies and Classroom Management University of Central Florida, Orlando, FL Dr. Verkler Fall 2014

2. Here are some interesting statistics! A high school teacher averages 395 questions/day. An elementary school teacher asks about 348 questions/day.

3. Questioning Skills Classroom questioning is the cornerstone of any effective teaching strategy Classroom questioning is the cornerstone of any effective teaching strategy Questioning is a critical skill that can be learned and used in any discipline or grade level, or with any teacher personality Questioning is a critical skill that can be learned and used in any discipline or grade level, or with any teacher personality Questioning promotes Questioning promotes student involvement, student involvement, enhances learning, enhances learning, and motivates students. and motivates students.

4. Why ask questions? To evaluate student readiness To evaluate student readiness To assess completion of assignments To assess completion of assignments To develop critical thinking skills To develop critical thinking skills To encourage insights To encourage insights To encourage independent learning To encourage independent learning To determine students’ prior knowledge To determine students’ prior knowledge To evaluate students’ attainment of goals To evaluate students’ attainment of goals

5. Importance of Questioning How you phrase your How you phrase your questions will determine questions will determine the type of student the type of student response that you will response that you will receive. receive. When developing a When developing a plan with a lot of plan with a lot of discussion and/or discussion and/or questions, include your key questions, include your key questions in your lesson plan. questions in your lesson plan.

6. Question Levels Effective teachers adjust the questions to fit the needs of the students. Effective teachers adjust the questions to fit the needs of the students. Different types of questions are effective at different times, depending on the characteristics of the learner and the topic being taught. Different types of questions are effective at different times, depending on the characteristics of the learner and the topic being taught. Ask questions that allow you to reach your instructional goal most efficiently. For example, if the goal is for students to be able to differentiate between things, you need to give them activities that require them to compare and contrast those things. Ask questions that allow you to reach your instructional goal most efficiently. For example, if the goal is for students to be able to differentiate between things, you need to give them activities that require them to compare and contrast those things.

7. Question Levels Effective teachers direct their instruction toward a clear and specific goal. Effective teachers direct their instruction toward a clear and specific goal. Sadly, 70-90% of questions asked of students are low level questions. Sadly, 70-90% of questions asked of students are low level questions.

8. Low Level Questions Require the student to memorize and recall information. Require the student to memorize and recall information. Level of Bloom’s Taxonomy: Knowledge Level of Bloom’s Taxonomy: Knowledge Example: What is the capital of Florida?

9. Intermediate Level Questions Require the student to process information. Require the student to process information. Levels of Bloom’s Taxonomy: Levels of Bloom’s Taxonomy: Comprehension, Application, and Analysis Example: State in your own Example: State in your own words the moral of the story. words the moral of the story.

10. Other Examples of Intermediate- Level Questions Requesting the student to state an idea or definition in his/her own words. Requesting the student to state an idea or definition in his/her own words. Requiring the student to determine the solution to a problem. Requiring the student to determine the solution to a problem.

11. Other Examples of Intermediate- Level Questions Asking the student to observe and describe an object or event. Asking the student to observe and describe an object or event. Requiring the student to compare and contrast two or more objects, statements, Requiring the student to compare and contrast two or more objects, statements, illustrations, or demonstrations.

12. High-Level Questions Require a lot of cognitive processing from the student. Require a lot of cognitive processing from the student. Levels of Bloom’s Taxonomy: Levels of Bloom’s Taxonomy: Synthesis and Evaluation Example: Imagine you were a Pilgrim. What might your typical day be like?

13. Levels of Questions Review Lowest level: Collecting and recalling information Lowest level: Collecting and recalling information –Verbs: Define, List, State, Count, Identify, Name Intermediate level: Processing information Intermediate level: Processing information –Verbs: Paraphrase, Describe, Solve, Compare High level: Creatively using or evaluating information in new situations High level: Creatively using or evaluating information in new situations –Verbs: Imagine, Predict, Hypothesize, Judge

14. Checking for Understanding Activity From your content area, write three low-level questions, three intermediate-level questions, and three high-level questions on your Facebook page. From your content area, write three low-level questions, three intermediate-level questions, and three high-level questions on your Facebook page. Ask your Facebook friends to vote on which low- level question, which intermediate-level question, and which high-level question they like best by ing them on Facebook, texting them, or crowdsourcing. Ask your Facebook friends to vote on which low- level question, which intermediate-level question, and which high-level question they like best by ing them on Facebook, texting them, or crowdsourcing. Be ready to share in class which questions they liked the best. Make sure to write them down. Be ready to share in class which questions they liked the best. Make sure to write them down.