1. Teaching Science to Every Child: Using Culture as a Starting Point ©Routledge/Taylor & Francis 2012 Chapter 10 Questioning Strategies and Leading Discussions ©Routledge/Taylor & Francis 2012

2. Chapter 10 Topics Behaviorism and QuestioningTeacher Questioning StrategiesHow to Ask QuestionsResponding to Student ResponsesUsing Questions to Encourage DiscussionQuestioning Strategies and Diverse Populations ©Routledge/Taylor & Francis 2012

3. Behaviorism as a Narrow Approach to Questioning Stimulus  Response  Feedback Question  Response  Evaluate ©Routledge/Taylor & Francis 2012

4. Teacher Questioning Strategies Convergent: Single answer expected; Divergent: Open-endedQuestions can be used to check on child’s ideas (e.g., Engage)Questioning to nudge students in a direction (e.g., Explore phase)Question type varies based upon purpose (e.g., Explain)Questions can ask students to transfer knowledge (e.g., Extend)There is no uniformly good type of question ©Routledge/Taylor & Francis 2012

5. How to Ask Questions Beyond knowing WHAT questions and WHEN to ask them, it is important to appreciate HOW to ask A pause of just a few seconds after asking a question but before calling on a student gives time to think: Wait Time 1 Wait Time 1 is difficult if you equate teaching with talking. The time to compose a response only requires a short silence While it may feel awkward at first, Wait Time 1 is sufficiently effective that it can become a good questioning habit ©Routledge/Taylor & Francis 2012

6. Responding to Student Responses Provide specific feedback and not vague praise. Help everyone who heard the answer know what made the answer correct Follow-up with Wait Time 2—this can encourage more complete responses and cause others to share their ideas For convergent questions that are plainly wrong, it is appropriate to give feedback with a gentle “no” Other responses including probing (digging in), rephrasing (tweaked question), and redirecting (bouncing question to someone else) ©Routledge/Taylor & Francis 2012

7. Wait Time within Questioning Wait Time 1: 3 to 5 seconds before calling on someoneWait Time 2: 3 second pause (or less) after answer Wait Time leads to more complete and correct responsesWait Time allows for wider participation in discussions ©Routledge/Taylor & Francis 2012

8. Encouraging Discussions Create a climate where it is okay to take risksPose questions that do not have an obvious answerInvite a range of students to contributeStrive to keep the discussion close to chosen themeEncourage students to use accurate languageMake it clear that claims should be supported by evidence ©Routledge/Taylor & Francis 2012

9. Questioning and Diversity The goal is for everyone to feel okay with contributingMake it obvious that science talk is a distinct genreThinkPairShare gives small group practice with talkingGuard against sending messages about low expectationsBe thoughtful about when to correct grammar and terms ©Routledge/Taylor & Francis 2012

10. Chapter 10 Summary Behaviorism is a narrow approach to questioningVary questions according to phase of Learning CycleRecognize that how questions are asked is importantSupport and build upon student responsesQuestioning can signal a larger group discussionMake adjustments so all students can participate ©Routledge/Taylor & Francis 2012