1. Questioning Strategies: Developing Deeper Conceptual Understanding For Students Developing Deeper Conceptual Understanding For Students Strategic Science Teaching © 2012Used with Permission from the Los Angeles County Office of Education Los Angeles County Office of Educationhttp://sst.lacoe.edu Strategic Science Teaching © 2012Used with Permission from the Los Angeles County Office of Education Los Angeles County Office of Educationhttp://sst.lacoe.edu

2. A. What year did Neil Armstrong set foot on the moon?

3. B. What did Neil Armstrong say when he set foot on the moon?

4. C. Why did America want to land on the moon?

5. D. How would your life be different if Neil Armstrong had not set foot on the moon?

6. Neil Armstrong Sets Foot on the Moon  How much time did you spend thinking about each question?  What is the relationship between the question and time spent thinking?  How much time did you spend thinking about each question?  What is the relationship between the question and time spent thinking?

7. Levels of Questions: INPUT / complete / count / define / describe / complete / count / define / describe / list / locate / match / name / list / locate / match / name / observe / recite / select / tell / observe / recite / select / tell / identify

8. Levels of Questions: PROCESS / analyze / explain / sequence / compare / analogy / summarize / estimate / analyze / explain / sequence / compare / analogy / summarize / estimate / experiment / separate / combine / invent / relationship / distinguish / produce / experiment / separate / combine / invent / relationship / distinguish / produce / report / classify / infer / cause/effect / construct / plan / use / report / classify / infer / cause/effect / construct / plan / use / arrange / group / show / contrast / organize / synthesize / write / arrange / group / show / contrast / organize / synthesize / write

9. Levels of Questions: OUTPUT / apply principle / expand / extrapolate / project / discuss / apply principle / expand / extrapolate / project / discuss / evaluate / judge / predict / decide / hypothesize / evaluate / judge / predict / decide / hypothesize / imagine / choose / create / generalize / imagine / choose / create / generalize / build model / speculate / forecast / recommend / build model / speculate / forecast / recommend

10. Levels of Questions / What generalizations can you make about the uses of each type of question? / PROCES S / OUTPU T Recall - What - Factoid Thinking - How - Interpret Justify - Expand - Apply Principle / INPUT

11. ACTIVITY Private Universe While viewing Private Universe, make a T-chart, record questions asked by interviewer on the left side of your paper and student responses on the right side

12. Private Universe Identify the level of questions asked by the Interviewer. Discuss student response to each question. Identify the level of questions asked by the Interviewer. Discuss student response to each question.

13. Questions that Facilitate The Science Thinking Processes / OBSERVING / Tell us what you see. / What does this feel like? / Give us information about its shape/size. / What do you hear? / Point out the properties that you observe. / What characteristics seem to be predominant? / OBSERVING / Tell us what you see. / What does this feel like? / Give us information about its shape/size. / What do you hear? / Point out the properties that you observe. / What characteristics seem to be predominant?

14. Questions that Facilitate The Science Thinking Processes / COMMUNICATING / What do you see? / Draw a picture of what you see through the microscope. / Plot the data you gathered on a graph. / Make a histogram of the number of raisins in slices of raisin bread. / Write up your experiments so it can be replicated by someone else. / COMMUNICATING / What do you see? / Draw a picture of what you see through the microscope. / Plot the data you gathered on a graph. / Make a histogram of the number of raisins in slices of raisin bread. / Write up your experiments so it can be replicated by someone else.

15. Questions that Facilitate The Science Thinking Processes / COMPARING / How are these alike? / How are these different? / Compare these on the basis of similarities and differences. / What is larger/smaller (louder/softer, smoother/rougher, wetter/dryer)? / COMPARING / How are these alike? / How are these different? / Compare these on the basis of similarities and differences. / What is larger/smaller (louder/softer, smoother/rougher, wetter/dryer)?

16. Questions that Facilitate The Science Thinking Processes / ORDERING / Which came first, second, last? / What is the range in the data you gathered? / In what order did these events take place? / Where in the order would you place these (for inserting in a range)? / Give evidence of when the pattern repeats itself. / ORDERING / Which came first, second, last? / What is the range in the data you gathered? / In what order did these events take place? / Where in the order would you place these (for inserting in a range)? / Give evidence of when the pattern repeats itself.

17. Questions that Facilitate The Science Thinking Processes / CLASSIFYING / On what basis would you group these objects? / Put together all those that you think belong together. / What is another way in which these minerals can be categorized? / Identify several characteristics you used to classify these rocks? / What grouping best reflects the evolutionary history of these animals? / CLASSIFYING / On what basis would you group these objects? / Put together all those that you think belong together. / What is another way in which these minerals can be categorized? / Identify several characteristics you used to classify these rocks? / What grouping best reflects the evolutionary history of these animals?

18. Questions that Facilitate The Science Thinking Processes / RELATING / What factors caused the evenet to take place? / Explain why this is a good or inadequate experimenetal design. / State a hypothesis so that it is testable. / What is the relationship between the coloration of an animal, its environment, and its predators? / Using this line graph, tell the relationship between distance and time. / RELATING / What factors caused the evenet to take place? / Explain why this is a good or inadequate experimenetal design. / State a hypothesis so that it is testable. / What is the relationship between the coloration of an animal, its environment, and its predators? / Using this line graph, tell the relationship between distance and time.

19. Questions that Facilitate The Science Thinking Processes / INFERRING / What can you infer from these data? / What arguments can you give to support your prediction? / Explain how we know about quasars. / Under what conditions are we able to extrapolate or interpolate from data? / How would you determine how many frogs live in a pond? / INFERRING / What can you infer from these data? / What arguments can you give to support your prediction? / Explain how we know about quasars. / Under what conditions are we able to extrapolate or interpolate from data? / How would you determine how many frogs live in a pond?

20. Questions that Facilitate The Science Thinking Processes / APPLYING / See who can invent a glider that will stay aloft the longest time. / Design a way to keep an ice cube on your desk all day without melting. / What political points of view must be considered if we are to protect the migration flight paths of birds over several countries? / What factors must be weighed if experimentation on animals is to take place? / How did different lines of evidence confirm a theory of continental drift? / APPLYING / See who can invent a glider that will stay aloft the longest time. / Design a way to keep an ice cube on your desk all day without melting. / What political points of view must be considered if we are to protect the migration flight paths of birds over several countries? / What factors must be weighed if experimentation on animals is to take place? / How did different lines of evidence confirm a theory of continental drift?

21. For Additional Support Dean Gilbert Gilbert_Dean@lacoe.edu (562) 922-6896 Dean Gilbert Gilbert_Dean@lacoe.edu (562) 922-6896