Maximizing Instructional Time

Maximizing Instructional Time

Student Engagement through Questioning

Purposes for Questions

Which of the following is the most useful reason to ask questions?

A. To actively involve students in lessonB. To assess mastery of objectivesC. To check on completion of workD. To develop critical thinking skills

How Do I Ask Questions?

“The test of a good teacher is not how many questions he can ask his pupils that they will answer readily, but how many questions he inspires them to ask him which he finds hard to answer.”

Alice Wellington Rollins

Ciardello’s Four Types of QuestionsQuestion Type Question Stems Cognitive Operations

MEMORY Who, what, when, where?

Naming, defining, identifying

CONVERGENT THINKING

Why, how, in what ways? Explaining, comparing, contrasting

DIVERGENT THINKING

Imagine, suppose, predict, if/then, how might?

Predicting, hypothesizing, inferring

EVALUATIVE THINKING

Defend, justify, judge Valuing, judging, justifying choices

AL Science COS 6- 2. Describe factors that cause changes to Earth’s surface over time.

Question Type

Question Stems Cognitive Operations

Sample

Memory Who, what, when, where?

Naming, defining, identifying

What changes can an earthquake make in the earth’s surface?

Convergent Thinking

Why, how, in what ways?

Explaining, comparing, contrasting

Why might a tsunami occur after an earthquake?

Divergent Thinking

Imagine, suppose, predict, if/then, how might?

Predicting, hypothesizing, inferring

Suppose an earthquake was predicted in Alabama. How might the land look different?

Evaluative Thinking

Defend, justify, judge

Valuing, judging, justifying choices

Would you rather experience an earthquake or a tornado? Why?

Bloom’s TaxonomyLevel Verbs

Knowledge Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name, Quote, Recall, Recite, Sequence, Tell, Write

Comprehension Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell

Application Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, Use

Analysis Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate

Synthesis Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organize, Perform, Plan, Produce, Propose, Rewrite

Evaluation Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge, Justify, Predict, Prioritize, Prove, Rank, Rate, Select

Student Engagement with Questioning

• Create a Classroom culture open to dialogue• Use both preplanned and emerging questions• Select an appropriate level of questions • Avoid trick questions and Yes/No questions• Phrase questions carefully, concisely, and clearly• Address questions to the group then to individuals

randomly

Neiman Marcus Cookie Recipe• Read the recipe’s ingredients• Read the directions• Share a question from each question group• Rate the cookies for taste, uniformity,

moistness using the following scale:1. 4: Excellent2. 3: Very Good 3. 2: Good4. 1: Fair

Neiman Marcus Cookie RecipeBenjamin Bloom’s Levels of Questioning

• Knowledge• Comprehension• Application• Analysis • Synthesis• Evaluation

Planning for Effective QuestioningDuring Planning• Determine guiding questions that will deepen student

understanding or give focus to the lesson• Anticipate student misunderstandings and use questioning

techniques to help clarifyDuring Lesson• Keep the lesson outcome in mind. • Guide student’s thinking to deepen understanding and

clarify their thinking• Expect all students to respond to questions when called on