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  1. 1. What questions do you have about questioning in your lessons?
  2. 2. Bloom’s Taxonomy <ul><li>Creating </li></ul><ul><li>Evaluating </li></ul><ul><li>Analyzing </li></ul><ul><li>Applying </li></ul><ul><li>Understanding </li></ul><ul><li>Remembering </li></ul>
  3. 3. Applying <ul><li>Make use of information in a context different from the one in which it was learned </li></ul><ul><ul><li>What is another instance in which…? </li></ul></ul><ul><ul><li>What questions would you ask of…? </li></ul></ul><ul><ul><li>From the information given, can you develop a set of instructions about…? </li></ul></ul>
  4. 4. Evaluating <ul><li>Make decisions based on reflection, criticism, and assessment </li></ul><ul><ul><li>Is there a better solution to…? </li></ul></ul><ul><ul><li>What do you think about…? </li></ul></ul><ul><ul><li>Defend your position that…. </li></ul></ul><ul><ul><li>Do you think … is a good or a bad thing? </li></ul></ul><ul><ul><li>How would you have handled…? What are the alternatives? </li></ul></ul><ul><ul><li>What are the pros and cons of…? </li></ul></ul><ul><ul><li>Who will gain and lose from…? </li></ul></ul>
  5. 5. Creating <ul><li>Create new ideas and information using what has been previously learned </li></ul><ul><ul><li>How would you design a …. to…? </li></ul></ul><ul><ul><li>What would be your solution for…? </li></ul></ul><ul><ul><li>How many different ways can you…? </li></ul></ul><ul><ul><li>Develop a proposal that… </li></ul></ul>
  6. 6. Balance Is Key <ul><li>A combination of higher and lower cognitive questions (Studies found that exclusive use of one or the other has not been successful.) </li></ul>
  7. 7. Creating a Balance <ul><li>Create more higher-level </li></ul><ul><li>Rephrase lower-level as higher-level </li></ul><ul><li>Rule of thumb: </li></ul><ul><ul><li>Lower-level: </li></ul></ul><ul><ul><ul><li>restates what was read or heard </li></ul></ul></ul><ul><ul><ul><li>single correct response </li></ul></ul></ul><ul><ul><ul><li>fosters little dialogue </li></ul></ul></ul><ul><ul><ul><li>If you can find the answer in a textbook it’s not a higher-level question </li></ul></ul></ul><ul><ul><li>Higher-level: </li></ul></ul><ul><ul><ul><li>not simple restatement </li></ul></ul></ul><ul><ul><ul><li>multiple possible responses </li></ul></ul></ul><ul><ul><ul><li>engenders more dialogue </li></ul></ul></ul>
  8. 8. Question Transformation and Scaffolding. <ul><li>- (lower level -remembering) What were the main reasons for the U.S. entering WWII? </li></ul><ul><li>- (lower level -remembering) What were the main reasons for the Japanese to involve the U.S. in WWII </li></ul><ul><li>- (higher level-Evaluating) Defend or critique the United States’ entry into WWII. </li></ul>
  9. 9. Where to try it with your lessons? <ul><li>Warm up </li></ul><ul><li>Active Engagement </li></ul><ul><li>Task </li></ul><ul><li>Closing </li></ul><ul><li>***If you write it in your lesson you’re more likely to use the question.*** </li></ul>The Power of a Picture Language Objective: draw conclusion Content Objective: Tenement conditions. CCS: 1.1a DOK -3 Warm Up: Look at the photograph on your table and discuss with your group how it makes you feel. Mini lesson: How do historians analyze a photo about the tenements to determine if a photograph can cause a movement? Work Period: Task 1: Analyze the photo using the questions on the board. 1. What are the physical characteristics of this photograph? 2. What mood do you get from this photograph? 3. What is the photographer trying to tell us? 4. What perspective (point of view)of the times doe the photo tell? 5. What details give a visual picture of the times? Closing: What would’ve happened if Jacob Riis didn’t publish his photographs?
  10. 10. Question Wording <ul><li>Teachers lead students to “right” answers with wording, tone, and body language </li></ul><ul><ul><li>“ Do you really think…” </li></ul></ul><ul><ul><li>“ Wouldn’t that be a good idea?” </li></ul></ul>
  11. 11. Teacher Responses <ul><li>Don’t rush to affirm or criticize a response </li></ul><ul><ul><li>Poker face </li></ul></ul><ul><ul><li>Invite other students to agree or disagree </li></ul></ul><ul><li>Attend to answers </li></ul><ul><ul><li>What is the reason behind a wrong or misguided answer? </li></ul></ul><ul><ul><li>Is question rephrasing necessary? </li></ul></ul><ul><ul><li>Does the student need to clarify or expand on his answer? </li></ul></ul>
  12. 12. Types of Wait Time / Think Time <ul><li>After the teacher question </li></ul><ul><li>Within student response </li></ul><ul><li>After student response </li></ul>
  13. 13. Deeper-Thinking Questions <ul><li>Some questions require a lot of thinking time </li></ul><ul><li>Insert activities that buy students more time and allow them to collect their thoughts: </li></ul><ul><ul><li>Turn and talk </li></ul></ul><ul><ul><li>Think-Pair-Share </li></ul></ul><ul><ul><li>Stop and Jot </li></ul></ul>
  14. 14. Lesson Planning <ul><li>Revisit your lessons </li></ul><ul><li>Which questions require more time for thought? </li></ul><ul><ul><li>Turn and Talk </li></ul></ul><ul><ul><li>Think-Pair-Share </li></ul></ul><ul><ul><li>Stop and Jot </li></ul></ul>