CLASSROOM

QUESTIONING

Connie Hamilton

@conniehamiltonCurriculum Director/Principal

Classroom Questioning Consultant

Saranac Community Schools

#Edcamp

CLASSROOM QUESTIONING 101

TRAINING

Be Intentional

Eliminate Patterns

Build a Thinking Process

Increase Engagement

Think Independently

Think vs. Respond

Risks

CCSS

WHY STUDY

QUESTIONING?

WHAT CAUSES US TO ASK

A QUESTION?

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

INVOLUNTARY

QUESTIONING

EQUALIZING

QUALITY AND QUANTITY

STAYING IN THE

ASKING MODE

THE Q-R-Q PATTERN

Question QuestionResponse

KEEPING POSITIVE IN

TONE AND INQUIRY

DISCOURAGE GUESSING

OVERCOMING “I DON’T KNOW”

RESPONSES

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.

RIGOR

VS.

DEPTH OF KNOWLEDGE

4+16 = X

4,768 + 5,888 = Y

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

THANK YOU!

Connie HamiltonCurriculum Director/Elementary Principal

Classroom Questioning Consultant

Founder and Moderator of #TMchat

conniehamilton12@gmail.com

@conniehamilton