Higher Level Questioning

Teachers ask between 300 - 400 questions each day !

Agenda     Purpose Question traps How to use Bloom’s to develop questions.

Questioning tips

Dart Statements  I can identify the purpose behind asking questions at a higher level.

 I can incorporate Bloom’s Taxonomy when developing high level questions.

 I understand what question space is and can implement this into my own questioning practice.

Why do we ask questions in the classroom?

 On your note card, please list 3 reasons why we ask questions in the classroom. (Individual Activity)

Why do we ask questions in the classroom?

   Share your reasons with the members at your table. Combine, redefine, and / or clarify your responses.

Generate one top reason for questioning students.

Each table should be prepared to share and chart their responses with the group.

What is the purpose for asking questions?



To create interest, engage and challenge



To check on prior knowledge

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To check for understanding

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To focus thinking on key concepts and issues

Are you asking the right questions?

Are you...

   Asking too many closed questions Yes or No questions Short answer recall-based questions

These are Question Traps

How can we avoid these question traps?

PLANNING

Plan with Bloom’s Taxonomy       Knowledge – describe, identify, who, when, where Comprehension – translate, predict, why Application – demonstrate how, solve, try it in a new context Analysis – explain, infer, analysis Synthesis – design, create, compose Evaluation – assess, compare/contrast, judge

Three Little Pigs Activity    You have a handout in your packet. This handout has questions about the story The Three Little

Pigs.

Identify the level of Bloom’s associate with each question.

Let’s Check It Out!

     1._______

Application ________What would you have done?

2. _______ Synthesis _____________Can you think of a different ending?

3.______

Knowledge ________________What happened in the story?

4._______

Application ______________What would you have built your home from?

5.______

Analysis _____________Give examples of how the third pig showed his cunning?

 6.______

Comprehension _____________How did the wolf manage to blow down the two homes?

 7.______

Knowledge ____________Why did the three little pigs have to leave home?

  8._____

Evaluation _______________How would you defend the wolf’s action?

9._______

Analysis ____________Which part of the story did you like best?

PRACTICE IT!

 On your “Practice It!” handout create a question that is from the lower level of Bloom’s (knowledge, comprehension and application.) These would include simple questions such as "What is the chemical formula for water?" or "Who is the main character in the story?"  Now try to build on your lower level questions previously created, by substituting verbs in the question. Create a question from a higher level, (Analysis, Synthesis, and Evaluation.)Use your Bloom’s Key Words handout to find a list of appropriate verbs to use.

Question Tips     Plan for Questions Allow suitable response time Ask open questions If you start a lesson with a question, refer back to that question at the end of the lesson

Good Teachers Don't Answer Their Own Questions – QUESTION SPACE Remember to Pause for Thinking!!!  Q uestion   S ilence & Waiting Time P robing    A ccepting C larifying & Connecting E laborating & Extending

SAY IT AIN’T SO!

 DID YOU KNOW THOMAS EDISON WAS KICKED OUT OF SCHOOL FOR ASKING TOO MANY QUESTIONS!

There are no stupid questions!



The students need to feel safe when responding to your question or asking a question of their own.

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Do you value student’s responses?

What did Albert have to say?

“In the middle of difficulty lies opportunity.

The important thing is not to stop questioning.”