1. AMSTI - UAB - QUESTIONING 60% of the talking we do as teachers, consists of asking questions. 44 questions an hour or 1.5 million questions during our career.

2. Placemat Consensus AMSTI - UAB - QUESTIONING  What makes a good question? A B C D Consensus

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4. Notebook entry:

6. 6 Question Classification Model  Bloom-1958  Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation

7.  Sanders—1966  Memory  Translation  Interpretation  Application  Analysis  Synthesis  Evaluation AMSTI - UAB - QUESTIONING

8. 8  Blosser—1973  Managerial  Rhetorical  Closed  Open  Hyman—1979  Definitional  Empirical  Evaluative  Metaphysical Continued…

9. 9 “Asking Effective Questions” Larry Lowery Model  Narrow Statements and Questions- Confirming  Narrow Statements and Questions- Integrating  Broad Statements and Questions- Open-Ended  Broad Statements and Questions- Valuing/Feeling

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15. 15 I Notice  Use your jeweler’s loupe or hand lens and observe your mealworm.  Do line plot for distance traveled in 1 minute.  Measure your mealworm. How does it respond to light?  Record any observations you notice about your mealworm in your Journal.

16. 16 I Wonder  What higher order questions could you ask your students to lead their thoughts?  Record your questions under the “I Wonder” tab in your foldable.

17. 17 Share your “I Notice and I Wonder” with your group  As a group, share and classify your mealworm questions.  Prepare 5 higher order questions on sentence strips.  Share by placing under the correct Taxonomy heading.

18. 18 THE VALUE OF SILENCE Someone is talking in our classrooms 60% of the time. The teacher is talking 60% of that time!

19. 19 Wait Time  Research shows actual range is 0.5-1.2 seconds  Goal---3 to 5 seconds Teacher Question Pause (wait time 1) Student Response Pause (wait time 2) Teacher Reaction

20. 20 As Wait Time Increased, So Did  Appropriate responses by students  Student confidence  Speculative thinking  Student-student comparing  Student asked questions  Contributions by slow learners

21. 21 Using Wait Time, Decreased: Disciplinary Actions!!!

22. Silent Gallery “Discussion” AMSTI - UAB - QUESTIONING

23. An Arc of Questions 23 Teachers move students to higher level thinking with a variety of questions

24. AMSTI QUESTIONING AMSTI - UAB - QUESTIONING Extend...

25. Dueling Flipcharts AMSTI - UAB - QUESTIONING 1.What percent of time do teachers spend asking questions? 2.What is one characteristic of a good question? 3.How many classification labels are there in Bloom’s Taxonomy? 4.Name one. 5.After participating in today’s activities, which of these 2 questions would you conclude is the higher order question? a)Can you balance this crayfish on your finger? b)Explain how you know when something is balanced? 6.How many legs do mealworms have? 7.T or F Saying “Good job!” after a student response is not the best way to encourage participation.

26. 26 Notebook Reflection  What are good questions?  Line of Learning  Record new ideas that you learned from your group below your line of learning.

27. AMSTI - UAB - QUESTIONING The important thing is not to stop questioning. - Albert Einstein

28. AMSTI QUESTIONING: EXPLORE AMSTI - UAB - QUESTIONING

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31. 31 Classroom Atmosphere  Promote an atmosphere that is conducive to sharing ideas and opinions  Avoid always being the final authority  Don’t over praise students  Arrange room to encourage small group interaction  Get down on their level

32. 32 Continued…  Examine lessons and questions for clarity  Avoid Yes/No answers  Avoid repeating student responses  Get students to interact with each other  Encourage students to ask questions  Encourage students to expand their ideas

33. AMSTI - UAB - QUESTIONING Teacher behaviors are the essential core of effective teaching and make the difference between a classroom that is a safe environment for intellectual risk-taking and sharing of ideas. Dr. Joanne Olson

34. AMSTI QUESTIONING 5 E’s: Initiate ApplyClarify Question Evaluate

35. AMSTI - UAB - QUESTIONING 60% of the talking we do as teachers, consists of asking questions. 44 questions an hour or 1.5 million questions during our career. Quantity experience is not the same as quality experience: the more questions you ask does not make you a better questioner; it only helps you ask more questions in a shorter time.