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Thinking Through Quality Questioning

Facilitated by Beth D. Sattes

RESA 3 June 25-27, 2014

Essential Question

How can quality questioning enhance teacher and student thinking and learning?

Organizing for Work in Collaborative Groups

What?

Roles and norms for collaborative group work

Why?

To promote effective group functioning and support learning of all members

How?

Review roles & responsibilities for group members (p.6, Activity Packet); assign roles for first activity. Individually, review the norms for thinking and learning in community —and select the one that you will target today. Share your choice with others in your group. (c) Walsh & Sattes, 2014 3

Learning Targets

1. To explore the connections between classroom questioning and student thinking and learning 2. To make meaning of a framework for quality questioning 3. To reflect on the value of norms to promote a culture of thoughtfulness in classrooms and schools (c) Walsh & Sattes, 2014 4

Learning Targets

4. To create, review, and edit quality questions that activate student thinking and learning 5. To consider alternative teacher moves to deepen and extend the knowledge and thinking expressed in student responses 6. To identify specific strategies, protocols, and other practices that I would like to transfer to my work setting (c) Walsh & Sattes, 2014 5

What Do I Know and Want to Know About the Learning Targets?

What?

Think-Puzzle-Explore

Why?

To make meaning of the learning targets, connect to prior knowledge, and stimulate curiosity about the topic under study

How?

Select one of the learning targets, identify what you think you know and any questions you have about it. (page 7, Activity Packet) (c) Walsh & Sattes, 2014 6

Debriefs

• As we model interactive learning strategies throughout our time together, we will stop and ask you to reflect: – Did the activity engage you? In what ways?

– Did the activity cause you to think? What about the process encouraged thinking?

– How and why might you use this with school staff or learning teams?

– How and why might teachers use this with students?

Debrief Think, Puzzle, Explore

• In what ways did

Think, Puzzle, Explore

engage you in thinking? • What was the value and why?

• How might you use this strategy with students in your class? What would you hope to accomplish? How would you modify it?

Find a Partner

• Put your name on your handout, Find a Partner.

• When directed, find someone from a different table to sign your appointment sheet for “Knowledge Economy.” Sign their sheet for Knowledge Economy.

• Wait for partner talk directions.

FRAMEWORK FOR THINKING THROUGH QUALITY QUESTIONING

Questioning IS a Process

• Questions • Participants (Questioner & Respondents) • Responses • Reactions • Culture (c) Walsh & Sattes, 2014 11

Framework for Thinking Through Quality Questioning

Frame Quality Questions Promote Response -ability Nurture a Culture for Thinking Strengthen Student Thinking (c) Walsh & Sattes, 2014 Facilitate Use of Feedback 12

Overview of the TTQQ Framework

What?

Table-team Jigsaw

Why?

To understand the organizing framework of

Thinking Through Quality Questioning

How?

Assign one of the components to every member of your team (from 1-5.) Find a partner with the same assignment. Individually review associated overview and chapter, looking for main ideas and significant graphics. Discuss with your partner, using key questions on note-taking page (p. 9). Prepare to share main ideas with team mates. (See pp. 8-13 in Activity Packet.) (c) Walsh & Sattes, 2014 13

What is our understanding of thinking?

What is Thinking?

What do we mean when we say,



“Students should be thinking” or



“Students must think to learn”?

•

Think

is the 12 th most frequently-used verb in the English language…but how well do we understand what it means?

--Making Thinking Visible,

p. 5 (c) Walsh & Sattes, 2014 15

Next Generation Standards, ELA

•

compare

and

contrast

central ideas in texts (K) key elements, similarities and • refer to text to

summarize

infer

or theme; (3 rd ) and determine main idea • trace and

evaluate

the argument and specific claims in an informational text,

assessing

whether the reasoning is sound and

the evidence is relevant and sufficient

to support the claims (7 th ) • They

analyze

defend

and

support

writing, speaking, listening (10 th ) views using reading, • stimulate

thoughtful exchange of ideas by posing

and responding to questions from diverse perspectives (11 th ) (c) Walsh & Sattes, 2014 16

Next Generation Standards, Soc. Studies

• • • students will begin to

think deeply

about the citizen ’ s role in American government and society (2 nd )

evaluate

existing rules and laws and

predict

that would take place without them; (2 nd ) the changes

compare

and

contrast

different forms of government worldwide and their influence on historic world events (6 th ) •

classify

and

evaluate

organizations (6 th ) the different types of world trade • Teachers will engage students in

critical thinking

and

problem-solving

skills as students learn and work with factual historical content, geography, civics, economics and other social studies concepts (11 th ) (c) Walsh & Sattes, 2014 17

Next Generation Standards, Math

•

Reason abstractly

and quantitatively.

Construct viable arguments and critique the reasoning of others

. Model with mathematics. (3 rd ) • Students

use

linear equations and systems of linear equations to

represent, analyze, and solve

problems (8 th ) a variety of • •

make conjectures

(8 th )

build relationships

among complex numbers, vectors, and matrices (Math IV) • Students

advance their thinking

about trigonometric functions

to a more abstract level

(Math IV) (c) Walsh & Sattes, 2014 18

Thinking in the Knowledge Economy:

Say Something

• Stand up (take your activity packet) and find your “ Knowledge Economy” partner.

• Turn to p. 14 in your Activity Packet, and read the assigned excerpt from Sawyer related to “ Thinking in the Knowledge Economy.

” • Turn to your partner, and “say something” about this excerpt. Listen as your partner “says something ” about the passage.

Cognitive Development

“The mind develops in response to challenge or disequilibrium, so any intervention must provide some

cognitive conflict

; the mind grows as we learn to become conscious of and so take control of, its own processes; and cognitive development is a social process promoted by high-quality dialogue among peers supported by teachers.

” (p. 39,

Visible Learning for Teachers

, John Hattie) (c) Walsh & Sattes, 2014 20

Model of How Thinking Works

Input from External Environment Working Memory — Where Thinking Occurs

Adapted from Willingham,

Why Kids Don

’

t Like School

, 2009, p. 11

Long-term Memory (storehouse of factual & procedural knowledge)

What is Thinking? What Does it Look Like in the Classroom?

What?

Affinity mapping

Why?

Activate prior knowledge and consolidate ideas about thinking; share with colleagues

How?

Respond individually and silently to the prompt, p. 15, writing one idea per sticky note. Share and analyze with group members per protocol.

How is Thinking Related to Questioning?

Respond to the following prompt:

When students are

“

thinking,

”

what is going on in their heads? What are you expecting them to be doing?

Work individually and silently. Record each idea on a separate sticky note.

Speculate

In what ways does quality questioning activate student thinking?

Individually think about the component of TTQQ that you investigated during the jigsaw activity. In what ways does that component of quality questioning prompt student thinking?

Speculate

1. Find the colleague with whom you discussed your assigned component during the jigsaw activity.

2. Create two statements that suggest the relationship between your component of QQ and student thinking.

3. Write each of your two statements on separate large post-its; post on the appropriate wall chart.

4. Share your work products with other members of your table team. Add to your affinity map, if appropriate.

Debrief Affinity Mapping

• In what ways did this thinking routine engage you in thinking? • What was the value and why?

• How might you use this strategy with students? What would you hope to accomplish? How would you modify it?

Create a Culture for Thinking

Classroom cultures that support student questioning, thinking, and learning What? Visual Synectics

(four-corner)

Why?

Surface prior knowledge about the characteristics of classroom cultures that seem to engage students in thinking and learning

How?

Individually reflect in response to a prompt (p. 16, Activity Packet.) When directed, select a simile that is like your thinking. Share with colleagues as indicated.

Characteristics of Classroom Culture for Thinking and Learning

Respond to the following prompt individually, jotting down your ideas on page 16 of the Activity Packet

What do you consider to be the characteristics of a classroom culture that nurtures student thinking and learning?

Which of the following visuals is most similar to the classroom culture you envisioned? Select 1.

Sea Shore Jungle Flower Garden (c) Walsh & Sattes, 2014 Ocean Reef 30

Debrief Visual Synectics

• Find your “thinking routines” partner. Talk about what the four-corner synectics accomplished in terms of engagement and thinking. What was the value and why? Be ready to share.

• Then discuss how you might use this type of routine with your students. What would you hope to accomplish and how would you modify it?

Norms to Create a Culture for Thinking and Learning

Classroom Norms

 Purposes of Questioning  Wait Times  Participation (c) Walsh & Sattes, 2014 32

Norms Associated with Thinking Through Quality Questioning •

Purposes of Questioning

• Think Time • Participation (c) Walsh & Sattes, 2014 33

What do students believe to be the purposes of teacher questions?

What do you believe your students think is the primary purpose of your questions?

1. Stimulate them to think about a topic 2. See if they know the right answer 3. Give credit to those students who know the right answer (or have done their work) 4. To find out if a student is listening Walsh & Sattes, 2014 34

Purposes for Questioning

“ I suggest that there are only two good reasons to ask questions in class: to cause thinking and to provide information to the teacher about what to do next.

” —Dylan Wiliam,

Embedded Formative Assessment

, p. 79 Walsh & Sattes, 2014 35

Norms Related to the Purposes of Questioning What? Say Something Why?

Make personal and shared meaning about four norms related to the purposes of questions

How?

Individually read an assigned passage. When you finish, turn to your partner and “ say something ” about what it means to you. Listen as your partner says something to you about the reading. (See p. 17, Activity Packet) (c) Walsh & Sattes, 2014 36

Norms Related to the Purposes of Questioning

• Use teacher questions to prompt your thinking, not to guess the teacher ’ s answer.

• Use mistakes as opportunities to learn: This is a risk-free classroom.

• Use follow-up questions to think about and self-assess your first responses and to modify or extend your thinking.

• Be open to wonder and ask, not just to know and answer.

Possible Norms for K-2 Students Related to the Purposes of Questions

•When I ask a question, say what you think…not what you think I want you to say.

•When I ask a follow-up question, I want to hear

more

about what you think.

Possible Norms for 3-5 Students Related to the Purposes of Questions

• •

Use questions as prompts to think about what you know or believe about a topic

• When I ask a follow-up question, I want to hear

more

about what you think.

Ask questions of your own when you are curious or confused or to seek reasoning or evidence .

Norms Associated with Thinking Through Quality Questioning

• Purposes of Questioning

• Think Time

• Participation (c) Walsh & Sattes, 2014 40

Afford Time for Thinking

Wait Time 1

The length of time a teacher waits

after

asking a question

before

naming a student to respond (Minimum: 3-5 seconds) (c) Walsh & Sattes, 2014 41

Answering As a Process

: How does this connect to your understanding of “thinking?”

Attend to the Question Bring Question to Working Memory & Decode Search Long-term Memory for Relevant Knowledge Bring Relevant Knowledge to Working Memory & Form a Response Answer Question Out Loud (c) Walsh & Sattes, 2014 42

Why Wait Time 1 is necessary… Responding is a PROCESS…that requires time

Answer out loud Answer to self Understand what is being asked Listen to the question

Provide Time to Process

Wait Time 2

The length of time a teacher waits

after

a student stops talking in response to a question

before

giving feedback or calling on another student (Minimum: 3-5 seconds) (c) Walsh & Sattes, 2014 44

Wait Time Patterns

Teacher Question Wait Time 1 Student Answer Wait Time 2 Teacher Reaction Talk by students P A U S E comes P A U S E in bursts

Benefits of Wait Times

• Read through the benefits found to be associated with consistent use of wait times. (p. 54, TTQQ) • Individually, select the one that you would most value in your classroom.

• When time is called, share around in your group: which one did you select and why?

• As a group, speculate as to why providing these silent time might result in such benefits.

Think Time Norms

• Use the pause following the asking of a question to think and to formulate your response.

• Use the pause after your answer to reflect and add to or change it.

• Use the pause following a classmate ’ s answer to compare it with your own. Be ready to agree or disagree and to add your ideas.

Possible Think Time Norms for K-2 Students

•

—

Think

—

Talk

—

Think

• ?—

Think

—Listen—

Think

Possible Think Time Norms for 3-5 Students

•

We all need time to think before we respond to a question.

•

We all need time to think about what we are saying as we respond out loud.

•

When we listen to others, we need time to think about what they are saying so that we can understand and compare their thinking to our own.

Norms Associated with Thinking Through Quality Questioning

• Purposes of Questioning • Think Time

• Participation

Assessing Beliefs About Participation: People-Graph

What?

Assessing your beliefs about student participation through volunteering

Why?

To reflect individually and dialogue with colleagues about issues related to student participation

How?

Read each statement, and decide the extent to which you agree or disagree. Position yourself on a continuum, 10 (strongly agree) to 0 (strongly disagree) (c) Walsh & Sattes, 2014 51

Statement #1

All students are involved in responding to questions that teachers pose in whole group settings.

0 Strongly Disagree

10 Strongly Agree

Statement #2

Allowing students to volunteer (by raising their hands) leads to a low rate of participation in the answering of questions.

0 Strongly Disagree

10 Strongly Agree

Statement #3

I believe that a greater number of students would be prepared to answer questions if teachers eliminated hand-raising and used a randomized method of calling on students — or otherwise decided which students should answer which questions .

0 Strongly Disagree

10 Strongly Agree

Responding Matters: Think-Pair-Share

Responding to questions matters. “ So when teachers allow students to choose whether to participate or not . . . they are actually making the achievement gap worse.

” —Dylan Wiliam,

Embedded Formative Assessment

, p. 81 (c) Walsh & Sattes, 2014 55

Participation Norms

• Raise your hand only when you have a question —not to volunteer to answer.

• Listen with respect to other points of view in order to fully understand and learn.

• Monitor your talk so others can contribute.

Possible Participation Norms for K-2 Students

• Think about your participation. Try to talk…but not too much. • Encourage others to speak by asking them what they think.

Possible Participation Norms for 3-5 Students

• Be ready to say what you think you know about

all

questions, not just the ones for which you think you have the “right” answer.

• Do not raise your hand to volunteer to answer a question. Wait for the teacher to call on you.

• Listen carefully to others, and be ready to “piggyback” on their thinking.

Teach and Reinforce Norms for Thinking

What?

Here ’s What, So What?, Now What?

Why?

To reflect on the suggested norms, select those you believe to be most important, and commit to when and how you might introduce them to your class.

How?

Read through the norms and select those you want to try in your classroom. Think about how they might benefit student learning and participation (Record in the So what? Column.) Decide what, how and when you want to introduce them to students (Now What?) p. 17, Activity Packet (c) Walsh & Sattes, 2014 59

Changes in Roles and Responsibilities

What?

Final Word

Why?

To provide an opportunity to review resources from TTQQ and engage in a structured dialogue with colleagues to consider new roles and relationships for teachers and students

How?

Individually read the three charts (identified on p. 18 of AP.) Identify three important ideas that you would like to discuss further with colleagues. Follow the protocol outlined on page 18 after explanation by facilitators. (c) Walsh & Sattes, 2014 60

Changes in Roles and Responsibilities

Review the following in TTQQ:  Figure 3.5,

Expected Changes in Student Behaviors

, on p. 59  Figure 6.2,

Shifts in Teacher Role and Relationships with Students

 Figure 6.3.

, Shifts in Student Role and Relationships with One Another

, p. 138 As you read, identify three important ideas —and their location in the text —for further discussion.

Debrief Text-Based Protocol, Final Word

• In what ways did this thinking routine engage you in thinking? • What was the value and why?

• How might you use this strategy with students? What would you hope to accomplish? How would you modify it?

Developing Student Response-ability

• Hold students accountable for formulating responses to questions.

• Develop student capacity to ask questions.

• Provide opportunities for students to learn collaboratively.

• Teach skills of collaborative discussion.

Questioning for Discussion

•

What are the distinguishing features of student discussion?

• • Why is it important to engage students in discussion?

What are the important roles for students in discussion?

• • How does the role of the teacher as facilitator of discussion differ from the traditional teacher role in the classroom?

How can we help students understand the value of becoming skilled discussants?

• What is the value of framing questions for discussion as a collaborative activity?

Teach Skills of Collaborative Discussion

• Central to ELA Speaking and Listening Standards • Related to WV Educator Evaluation System for Teachers, Standard 3 (c) Walsh & Sattes, 2013 66

ELA Speaking & Listening Standards — Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ’ ideas and expressing their own clearly and persuasively.

ELA Speaking & Listening Standards — Comprehension and Collaboration

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. Evaluate a speaker ’s point of view, reasoning, and use of evidence and rhetoric.

WV Educator Evaluation System for Teachers Standard 3: Teaching Element 3.2: Motivates and engages students in learning, problem solving and collaboration Element 3.2, Distinguished The teacher facilitates student-led learning activities leading to deep understanding of the content.

The teacher provides students with extensive opportunities to collaborate and peer-assess using appropriate technologies to gather information, problem-solve, and share learning (c) Walsh & Sattes, 2014 69

Recitation

• Recitation is the most common context for classroom questioning. Typically, the teacher asks a question, calls on one student to respond, gives an evaluation of the rightness or wrongness of the answer, and asks another question.

• This is also called I-R-E…Initiation, Response, Evaluation (c) Walsh & Sattes, 2014 70

Recitation

S S S

Discussion

• According to research, discussion appears in classrooms less than 3 percent of the time. In discussion, the teacher typically poses one open ended question. Students are challenged to think deeply, listen respectfully to one another, talk to one another, and develop new understandings.

• The teacher question provides focus. Student thinking and interactions determine the depth and dimensions of discussion.

Discussion

S S S

Consider the Purposes of Questioning in Discussion

• Review the 1 st part of the chart on p. 19 of the Activity Packet. • Reflect on the questions provided beneath the chart, jotting down your ideas.

• When directed, exchange ideas with your “Discussion” partner, preparing to share with the whole group.

Consider the Characteristics of Questions in Discussion

• Review the 2 nd part of the chart on p. 19 of the Activity Packet. • Reflect on the question provided beneath the chart, jotting down your ideas.

• When directed, exchange ideas with your Discussion partner, preparing to share with the whole group.

Watch a Video: Teacher- Guided Discussion

Read the description of the classroom video, p. 21, Activity Packet. As you watch, look for the following:  What evidence do you see or hear that students are thinking deeply?

 What has the teacher done to prepare the students so that this discussion “ works ” ?

 What went well to make this an effective discussion?  What might the teacher have done differently to make this a more effective discussion and learning experience ?

Hold Students Accountable for Answering

Responding to questions matters. “ So when teachers allow students to choose whether to participate or not . . . they are actually making the achievement gap worse.

” —Dylan Wiliam,

Embedded Formative Assessment

, p. 81 (c) Walsh & Sattes, 2014 77

Making Thinking Visible: Use of “Thinking Routines”

“In earlier research, we found that teachers who are successful at promoting students ’ thinking tend to develop, adapt, and make use of specific routines to scaffold and support students ’ thinking. These simple procedures usually consisting of only a few steps, provide a framework for focusing attention on specific thinking moves that can help to build understanding.

” (p. 45,

Making Thinking Visible

, Ritchhart, Church, & Morrison) (c) Walsh & Sattes, 2014 78

“Thinking Routines”

“Thinking routines become a part of the fabric of the classroom over time.

” (p. 45,

Making Thinking Visible

, Ritchhart, Church, & Morrison) “Through ongoing use of routines, this idea that

questions not only drive learning but also are outcomes of learning

becomes embedded in the learning process.

” (p. 49

, Making Thinking Visible

) (c) Walsh & Sattes, 2014 79

Personal Reflection

• What do you believe to be the strongest arguments for teaching students thinking routines and using these on a consistent basis?

• Review the thinking routines (learning activities) used to this point in our session. Which 3-5 do you believe would be most appropriate for your students? Why? • Discuss with your “thinking routines” partner.

FRAME QUALITY QUESTIONS

Frame Quality Questions

• Determine content focus.

• Consider instructional function.

• Stipulate expected cognitive level.

• Match to social context.

• Polish grammar and word choice.

1. Content Focus

• • •

Aligned

with learning goals?

(Rigor)

– Promotes identified content standard(s) – Related to identified student learning target

Addresses

student needs, interests, and experiences

? (Relevance)

– Within students’ zone of proximal development – Related to real-world experiences

Connected

to other concepts in subject under study or to other subjects?

(Relationships)

Consider the Interconnectedness of Knowledge Across Students ’ Experiences (Relevance & Relationships)

Christenberry

’

s Questioning Circles, p. 24, TTQQ

Content under study Personal interests, experiences; real-life applications Content from other subject areas (c) Walsh & Sattes, 2014 84

Consider Content Focus

What? Sentence, Phrase, Word Why?

Read about the importance of selecting a content focus which is rigorous, relevant to students, and related to prior knowledge

How?

Individually read the passages from

TTQQ

as designated in your Activity Packet on page 22. As you read, select an important sentence, phrase, and word from the passage. (c) Walsh & Sattes, 2014 85

Debrief Sentence-Phrase-Word

• In what ways did this thinking routine engage you in thinking? • What was the value and why?

• How might you use this strategy with students? What would you hope to accomplish? How would you modify it?

Add Rigor and Relevance

•

Calculate the area of a rectangle that is 8 feet by 4 feet.

•

Imagine that you and a friend want to create a space where his dog can play and run. You have 24 feet of fencing. Think of three possible shapes you could create in which the dog could play and run. Which of the three would provide the greatest area for the dog?

2. Purposes for Questioning

“ I suggest that there are only two good reasons to ask questions in class: to cause thinking and to provide information to the teacher about what to do next.

” —Dylan Wiliam,

Embedded Formative Assessment

, p. 79 (c) Walsh & Sattes, 2014 88

What instructional function is the question intended to further?

√

Essential Question

(integrating unit or lesson of study)

Hook Question

(motivating/engaging)

√

Diagnostic Question

(activating prior knowledge/ conceptions)

√

Check for Understanding

(formative assessment)

√

Probing/scaffolding

(getting behind student thinking; assisting in concept development)

√

Inference Question

(drawing conclusions)

√ Interpretation Question

(inviting analysis)

√ Transfer Question

(using in novel settings)

√ Predictive Question

(strengthening cause & effect thinking)

√ Reflective Question

(supporting metacognitive thinking) (c) Walsh & Sattes, 2014 89

What

’

s the Purpose?

What?

Review Functions of Questions and Reflect on Practice, and Share

Why?

To think about the purposes for which I (or teachers in my school) ask questions and to consider how we might enrich our use of questions for different purposes

How?

Individual assessment; sharing with colleagues (p. 23, Activity Packet) (c) Walsh & Sattes, 2014 90

Compare the Questions Below by Purpose

Original Question Revised Question

What happened to Wilbur when he was two weeks of age?

When Wilbur was two weeks of age, Mr. Arable moved him outdoors. What evidence can you provide to support Mr. Arable ’s decision?

(from

Charlotte ’s Web

) Walsh & Sattes, 2014 91

3. Cognitive Level “Learning is a consequence of thinking.

”

David Perkins,

Smart Schools

. . . . . . . . . . . . . . . . . . . . . . . .

Remembering is a consequence of processing information —making personal meaning, making connections to what one already knows, transferring learning to a new setting, and so forth.

The Original Bloom Taxonomy

Evaluation Synthesis Analysis Application Comprehension Knowledge

Taxonomy Table, Revised Bloom

Knowledge Dimension Cognitive Process Dimension

Remember Understand Apply Analyze Evaluate Create Facts Concepts Procedures Metacognition (c) Walsh & Sattes, 2014 94

Cognitive Process Dimension

1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create See pp. 31-37, Chapter 2

, TTQQ

Cognitive Dimensions of Revised Bloom Taxonomy

What?

Why?

How?

Jigsaw

Deepen understanding of six levels of the Revised Bloom Taxonomy by learning about and teaching one; strengthen shared understanding of the kind of thinking required at each cognitive level Use Jigsaw Cooperative Learning as outlined on activity sheet, p. 24 (c) Walsh & Sattes, 2014 96

Assignments for Jigsaw

1. Blue index card = Remember 2. White index card = Understand 3. Pink index card = Apply 4. Green index card = Analyze 5. Purple index card = Evaluate 6. Yellow index card = Create (c) Walsh & Sattes, 2014 97

Identifying Cognitive Levels of Expected Responses to Questions

What?

Numbered Heads Together

Why?

To review the cognitive levels of the Revised Bloom ’s Taxonomy by naming the level of thinking required to answer a question.

How?

Number off in your group from 1-5 or 1-6.

When a question is presented, talk together in your groups about what level of thinking is required to correctly answer the question.

Numbered Heads Together

At what level of cognition would a student need to think to answer this question?

Who was the leader of the U. S. Civil Rights Movement in the 1960 ’s?

Numbered Heads Together

At what level of cognition would a student need to think to answer this question?

What one word best describes the character of Martin Luther King?

Numbered Heads Together

At what level of cognition would a student need to think to answer this question?

When did West Virginia become a state?

Numbered Heads Together

At what level of cognition would a student need to think to answer this question?

What is one way that the two characters in the book are different? Find a passage in the text to validate your answer.

Debrief Numbered Heads Together

• In what ways did this thinking routine engage you in thinking? • What was the value and why?

• How might you use this strategy with students? What would you hope to accomplish? How would you modify it?

Importance of Thinking at Higher Levels

“When students use higher levels of cognitive processing to recode information and facts, they are more likely to have long-term recall of the information

.

”

(Walsh and Sattes, p. 21-23) (c) Walsh & Sattes, 2014 104

Three-Story Intellects

“There are one-story intellects, two-story intellects, and three-story intellects with skylights. All fact collectors who have no aim beyond their facts are one-story men. Two story men compare, reason, generalize, using the labor of facts collectors as their own. Three-story men idealize, imagine, predict —their best illumination comes from above the skylight.

” --Oliver Wendell Holmes, 1872, “The Poet at the Breakfast Table” (c) Walsh & Sattes, 2014 105

3 rd – Create

Evaluate Check Critique Generate Plan Design

2 nd —Use Understand Apply Execute Implement Explain Interpret Summarize Analyze Differentiate Organize Infer Compare 1 st —Recall Remember Recall Recognize Identify Retrieve

Language of Thinking Infer Predict Distinguish Conclude Create Appraise Compare

Compare the Questions Below for Cognitive Level of Response

Original Question

What are some of the products we use today that resulted from the space program?

Revised Question

Are the subsequent discoveries and inventions worth the cost of space exploration?

Walsh & Sattes, 2014 108

Increasing the Cognitive Complexity of a Math Question

The Smith family has three children, aged 5, 7, and 9. What is the average age?

The Smith family has three children. No two of them is the same age. Their average age is 7. What might be the ages of the children? Be ready to defend your answer.

4. Social Context

•

Whole Group

•

Pairs

•

Collaborative Groups

•

Individuals

•

Project-Based Learning

Exploring the Social Context: Who Will Answer, and How?

What?

A-C-E (Agree, Challenge, Extend)

Why?

To reflect individually and with a small group about the ways in which social context affects student engagement

How?

Read, beginning with the first full paragraph on page 39 and continuing through page 40 of

Thinking Through Quality Questioning

in your small group using the protocol provided by facilitators.

. Use the template on page 26 of your Activity Packet to guide your thinking. Share around (c) Walsh & Sattes, 2014 111

Debrief Text-Based Protocol, ACE

• In what ways did this thinking routine engage you in thinking? • What was the value and why?

• How might you use this strategy with students? What would you hope to accomplish? How would you modify it?

Changing the Context

•

book

a noun?

•

Write down 4 nouns and one verb. Ask your partner to identify the nouns. Check his work. If you disagree, provide a rationale.

Compare the Questions Below. How does the context produce more engagement?

Original Question Revised Question

Should the government sponsor pharmaceutical research?

Walsh & Sattes, 2014

’

m going to make a statement. If you agree, move to this end of the continuum. If you disagree, move to the other end. You can stand anywhere along the line to represent your opinion.

•The government should sponsor pharmaceutical research.

(After students have moved…) Gather with two or three others who are standing near you and share the reasons you chose your position.

114

Changing the Context

•

Is 52 an even number?

•

Write down 4 even numbers and one odd number. Ask your partner to identify the even numbers. Check his work. If you disagree, provide a rationale.

5. Grammar and Word Choice

 Are your questions clear, succinct, and understandable when delivered orally?

 How can breaking a potential question into smaller “chunks” improve its understandability?

 How can we reword questions to improve their understandability and increase their cognitive demands?

Compare the Questions Below for Understandability

Original Question Rewritten Question

What were the causes leading to the American Revolution, and how could it have been prevented?

“Taxation without representation ” was one of the colonists ’ rallying cries against England. In what different ways might England have addressed this concern to reduce the chances of a revolution?

Walsh & Sattes, 2014 117

Anatomy of Question Formation: Template for Planning

What?

Review QQ Planning Template

Why?

To learn about a tool (p. 27, Activity Packet) that teachers might use for collaborative planning of quality questions, noticing the important inputs

How?

Follow along as facilitators provide an example (separate handout). Consider how you and your colleagues might adapt this tool for use in collaborative team planning. (c) Walsh & Sattes, 2014 118

Question Planning Template

• WV Next Generation Standard(s) • Essential Question • Learning Target(s) and how Assessed • Guiding Questions (including response format) • Expected, Acceptable Student Responses (c) Walsh & Sattes, 2014 119

Challenge:

Framing Questions

• Organize into pairs or triads of similar grade and/or subject area. Use template, p. 27.

• Select a unit and lesson and WV standards.

• Create or revise 1-3 guiding questions that will drive student thinking about the content standard(s) on which this lesson focuses.

• Use resources that you brought with you (or can find on-line) —draft questions, text, teacher text, etc.

Criteria By Which to Assess Your Questions (pp. 28-29)

Relates to an identified standard Connects to interests, real-life, or prior content Is clear, understandable, and succinct Sets expectation that all students will formulate a response Promotes a specific instructional purpose Results in active engagement and discussion with peers (c) Walsh & Sattes, 2014 121

Critical Friend Feedback

• Write your question on the table cloth. Include the standard and grade level of your class.

• At your table, read each question aloud, talking about the six criteria. (pp. 28-29) • When one pair/triad has shared the question, the others talk about how the question meets the criteria, and how it might be improved.

Critical Friend Feedback

• Move around from table to table. Using the post-it notes, add your positive comments. Also add questions you have about the question(s) and any suggestions you have for improvement.

• Continue to move until time is called.

STRENGTHEN THINKING-TO LEARN BEHAVIORS

Strengthen Thinking-to Learn Behaviors

• Expect thoughtful responses • Afford time for thinking • Scaffold thinking and responding • Make thinking visible (c) Walsh & Sattes, 2014 125

Scaffolding

Teacher scaffolding assists students in correcting or extending their knowledge and thinking.

Which of the following is NOT appropriate when scaffolding?

1. Providing students with the correct answer 2. Asking students to repeat the question 3. Asking questions to get behind student thinking (c) Walsh & Sattes, 2014 126

Scaffolding

What does a teacher need to find out and/or keep in mind when scaffolding?

1. The expected (i.e., correct or acceptable) answer 2. The thinking behind the answer given by a student 3. The knowledge and skills required to give an acceptable answer 4. All of the above (c) Walsh & Sattes, 2014 127

Scaffold Student Thinking and Learning

Say Something

“Scaffolding is the help given to a learner that is tailored to that learner ’s needs in achieving his or her goals of the moment. The best scaffolding provides this help in a way that contributes to learning.

” — Sawyer (2009, p. 11) (c) Walsh & Sattes, 2014 128

Two Pieces of Data Required for Effective Scaffolding

• Learning Goals (or Learning Targets) • Student’s Current Level of Understanding (determined by questioning) (c) Walsh & Sattes, 2014 129

Zone of Proximal Development (ZPD)

Actual Development Level

ZPD

Level of Potential Development (c) Walsh & Sattes, 2014 130

Say Something

“For example, telling someone how to do something or doing it for them may help them accomplish their immediate goal; but it is not scaffolding because the child does not actively participate in the construction of knowledge. In contrast, effective scaffolding provides prompts and hints that help learners figure it out on their own.

” — Sawyer (2009, p. 11) (c) Walsh & Sattes, 2014 131

Scaffold Student Thinking

What?

Why?

How?

Four-Square Share

To explore a shared reading (pp. 58-61,

TTQQ

) and to deepen comprehension by summarizing one ’s own understanding and listening to others ’ perspectives Organize into groups of 4. As you read the assigned passage, make personal meaning. Summarize your understanding when you complete the reading. Follow the protocol in your handout (p. 30) for discussion. (c) Walsh & Sattes, 2014 132

Debrief Four-Square Share

• In what ways did this thinking routine engage you in thinking? • What was the value and why?

• How might you use this strategy with students? What would you hope to accomplish? How would you modify it?

Standard Stems

• Stems to Extend Student Thinking o

Can you say more about ___?

• Stems to Clarify or Narrow o

Can you give me an example?

• Stems to Build Accountability for Evidence o

What made you say that?

What is your evidence?

What are your criteria for evaluation?

Scaffold Student Thinking and Learning

What?

Collaborative analysis of a class transcript

Why?

To deepen understanding of scaffolding of student thinking

How?

Read and analyze a class transcript and share understandings with colleagues (separate handout) (c) Walsh & Sattes, 2014 135

Creation of Possible and Probable Student Responses

• Review the template, page 31, Activity Packet. • Find a partner, with whom you have not yet worked. Come and get an assignment from the facilitator.

• Together, read the question and the answer that the student gives.

• Brainstorm other teacher options, choose one, and role play the asking, responding, and probing/prompting.

Creation of Possible and Probable Student Responses

• Now get back with the partner with whom you created your question. • Together, identify four possible and probable student responses to your question. Record them on the template, p. 32.

• Select one of the responses. Brainstorm teacher options, choose one, and role play the asking, responding, and probing/prompting.

What does student responsibility look and sound like?

—Meta-cognitive Skills

To provide a springboard for thinking about student responsibility, individually read the “ vision for student learning ” : italicized passage, page 2,

TTQQ

. As you read, underline the discrete student responsibilities that are implicit in this vision. How might you teach these to your students? Record then share with an elbow partner.

What specific student responsibilities for learning are implicit in the reading?

Cycle of Student Learning and Thinking

Studies of Metacognition

• People who “monitor their own understanding” as they learn, retain their learning better. (NCR, p. 78).

Strong Learners and Problem Solvers Less Competent Learners and Problem-Solvers

Monitor their thinking regularly Are able to explain the processes they used and give a rationale Inconsistently monitor their thinking Cannot give complete explanations of the strategies they use nor why Will try a different approach if they are unsuccessful Tend to stick with a strategy even when it isn ’ t working (c) Walsh & Sattes, 2014 140

Reflective Questioning

• Individually, complete the left-hand column of p. 32 in the Activity Packet, “Reflective Questioning, ” responding to the question related to goals for your students and your own questioning practice.

• When you have completed responding to this question, turn your attention to the right-hand column and record ideas about what might support or help you attain these goals.

Reflective Questioning

• Organize into teams of three.

• Select a role for each member: Interviewer, Reflector, and Observer.

Reflective Questioning

Purpose

: To reflect deeply on your own goals and to learn from your colleagues — while practicing questioning, active listening, and analysis skills

Role of Interviewer

(p. 33, Act. Packet)

Interviewer:

Use reflective questions to help your conversation partner go deeper into her/his reflection.

Your role is to listen intently, probe gently when necessary, promote thinking and reflection, and help the reflector make meaning for himself or herself. Listen and question to understand, not to judge.

Role of Reflector Reflector:

Consider the questions from the interviewer. Use these questions to think more deeply about your goals and what might help you attain these.

Talk openly about your ideas and questions. Feel free to introduce your own questions as you think.

Role of Observer

(p. 34, Activity Packet)

Observer:

Listen carefully to the interview. A. What does the interviewer say and do that prompts reflective thought? Include questions, comments, and non-verbal behaviors.

B. Listen for insights and unfolding meaning in the comments of the reflector. Think about what this speaker is saying and its deeper meaning.

Debrief Reflective Questioning

• Think about the process of reflective questioning. What was the value? What did you learn?

• How might you use this reflection tool in team meetings? What would you hope to accomplish? How would you modify it? • How might you modify this protocol for use with students?