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CLASSROOM
QUESTIONING
Connie Hamilton
@conniehamiltonCurriculum Director/Principal
Classroom Questioning Consultant
Saranac Community Schools
#Edcamp
Be Intentional
Eliminate Patterns
Build a Thinking Process
Increase Engagement
Think Independently
Think vs. Respond
Risks
CCSS
WHY STUDY
QUESTIONING?
Involuntary Questioning
Equalizing Quality and Quantity
Staying in the Asking Mode
The Question-Response-Question Pattern
Keeping Positive in Tone and Inquiry
Discouraging Guessing
Overcoming “I Don’t Know” Responses
CHALLENGING THE CULTURE OF
DISENGAGEMENT
More than just asking questions
We don’t learn by experience; we learn by processing experiences
Brain is wired to survive, not to think.
COGNITION
Brain neurons are triggered that filter
up.
Your mind constructs meaning from
lower level to higher level.
Your mind makes inferences and
comparisons based on senses (sight).
WHY DO QUESTIONS NEED
TO BE SCAFFOLDED?
Level 1 – Recall
Recall of a fact, information, or procedure
Level 2 – Skill/Concept
Use information or conceptual knowledge, two or more steps, etc.
Level 3 – Strategic Thinking
Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer
Level 4 – Extended Thinking
Requires investigation, time to think and process multiple conditions of the problem.
WEBB’S DEPTH OF KNOWLEDGE
UNDERSTANDING D.O.K.
DOK is about intended
outcome, not difficulty.
DOK is a reference to the
complexity of mental
processing that must occur to
answer a question, perform a
task, or generate a product.
DEPTH OF KNOWLEDGE
Level 1 — What is the area of a 12 inch round pizza?
Level 2 — Using any type of model, show the area of a 12 inch round pizza.
Level 3 — What other shape would make a good pizza and why?
Level 4 — Design an investigation to determine the best material and dimensions of a pizza container.
ASK QUESTIONS IN A
HIERARCHICAL PATTERN
Step 1 – Label/Identify
Step 2 – Connections and Disconnections
Step 3 – Making Short Summaries
Step 4 – Applying and Predicting
Step 5 – Make a Meta-Summary
Label/Identify
Create a common ground
What do you want students to see/notice first?
5 Ws
Relevance
COGNITIVE STEP 1
Connections and Disconnections
The “why” questions
Make comparisons
Irrelevant information
Model common mistakes
Foster a “critical eye”
COGNITIVE STEP 2 – PAGE 47
Making Short Summaries
Identify the thinking process.
Caution when sequencing
Research suggests every 10 minutes
COGNITIVE STEP 3 - PAGE 49
Applying and Predicting
Help in getting to DOK 3
What if ?
How would it change…
COGNITIVE STEP 4 – PAGE 52
Make it your own
These are not “rules”
Questions can be used to access thinking
It’s not about “get the answer”
CLASSROOM QUESTIONING
Danielson, C. (2014, January 1). Danielson Group » The Framework. Retrieved
November 3, 2013.
Hannel, G. (2014). A Pedagogy of Questioning. Gerardo Ivan Hannel.
Marzano, R., & Simms, J. (2014). Questioning sequences in the classroom. Marzano Research
Lab.
Wyoming School Health and Physical Education Network (2001). Standards,
Assessment, and Beyond. Retrieved May 25, 2006, from
http://www.uwyo.edu/wyhpenet
REFERENCES
Recommended