2. Questioning for Quality Thinking April S. Dudley

3. Is Questioning Important? The types of questions we ask affect the levels of our students’ thinking.

4. Goals for Today Compare Bloom’s Taxonomy with the SAT9 classifications. Examine sample questions at each level. Create questions for each level. Share effective questioning and responding techniques.

5. SAT9 Comprehension Classifications Initial understanding Interpretation Critical analysis

6. Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation

7. Initial Understanding (Knowledge & Comprehension) Literal comprehension Ability to understand directly stated details and relationships What the author said

8. Examples of Initial Understanding Five w’s How How much What does it mean Describe Define Match Classify Compare Which one Choose Omit Rephrase Summarize Graph Outline

9. Sample Knowledge Questions Write the formula for _____. What countries did Napoleon conquer? Who wrote “Ode to a Grecian Urn?” State the rule for making these words plural. Give the definition of _____.

10. Sample Comprehension Questions Give your own definition of perseverance. Give an example of a time when you persevered. Tell me in your own words what happened in the story.

11. When we ask too many questions, they are usually lower level questions.

12. Interpretation (Application) Inferential comprehension Ability to discern ideas beyond the text Read between the lines What the author meant Connection of new information with prior knowledge and experiences

13. Examples of Interpretation Predict what would happen if Infer character traits Infer the main idea Infer cause-effect Form analogies Make comparisons Explain Identify the results of Tell what would happen Tell how much change there would be

14. Samples of Application Questions If you wished to keep a liquid that was very similar to water from freezing, what might you add to it? Locate the metaphors in the story. In what way is our class a democracy? A dictatorship?

15. Critical Analysis (Analysis, Synthesis, & Evaluation) Analysis Take apart or look at something in depth Synthesis Combine elements into a pattern not clearly there before Evaluation Pass personal judgment according to some set of criteria and explain

17. Examples of Critical Analysis Distinguish What assumptions What conclusions Fact-Opinion What relationships What extraneous statements Create Defend Compose Design Plan Propose an alternative What fallacies appear Criticize

18. Samples of Analysis Questions List arguments which would support the position and/or defeat it. In what ways is Hamlet typical of Shakespeare and in what ways is the play unique? Which factors do you believe contributed most to Edison’s genius?

19. Samples of Synthesis Questions Design your own experiment to demonstrate _____. Create a hypothesis that would explain _____. Write a poem or essay expressing your feelings about _____.

20. Examples of Evaluation Questions Which poet did you enjoy more? Why? What do you believe was the person’s most significant contribution? Support your answer. Write three introductory paragraphs. Star the one you think is best. State your reasons.

21. Be Prepared for the SAT9! Two-thirds of the SAT9’s questions come from the highest levels. Use SAT9 terminology. Use SAT9 format.

22. Presentation of Questions Verbally Plan for these. Ask throughout lesson. Written All levels of questions should be on handouts & tests. Use SAT9 format.

23. Strategies to Extend Student Thinking Call on students randomly Utilize “think-pair- share” Remember wait time I and II Ask follow-ups Withhold judgment Ask for summary Encourage student questioning Survey the class Allow for student calling Play the devil’s advocate Ask students to “unpack their thinking” Use “think-hold- respond”

24. Ask Questions Appropriately Ask one question at a time. Respond with a second question to cue a better response. Avoid having a few students answer all the questions.

25. Ask Questions About Different Types of Texts. Textual Text books Functional Encyclopedias Menus Schedules Maps Recipes Recreational Comic books Trade books

26. Is Questioning Important? The types of questions we ask affect the levels of our students’ thinking.