Teaching Questioning
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This presentation is designed to turn our students into better question askers rather than just preparing them to answer ours.

This presentation is designed to turn our students into better question askers rather than just preparing them to answer ours.

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  • Full Name Full Name Comment goes here.
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  • In addition to the quote on slide 8 being incorrect and not making sense, it is incorrectly attributed to Reimann. This quote comes from Rachel Naomi Remen (Kitchen Table Wisdom). Poor job on this one.
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  • I think now, I will not hesitate anymore to ask questions in any seminar
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  • Slides 15-18 were particularly helpful as my students and I wrestled this week with writing good questions and began to construct questions from their reading.
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  • Good to hear from you! This is my favorite strategy to teach! I love learning from you too!
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  • Wonderfully informative and well-presented show. Thanks. BTW, I love your blog too!
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Teaching Questioning Presentation Transcript

  • 1. Questioning Strategies to Deepen Comprehension Presented By Angela Maiers, 2008
  • 2. Agenda
    • I. Curiosity IS the Teaching Point
    • II. Anchor Lesson Review
    • III. Carrying on the Conversation
  • 3.
    • What is the best way to TEACH reading?
    • What kind of readers do we want our TEACHING to develop?
  • 4. If... Then
    • Teach
    • Text
    • Tasks
    • Talk
    • Time
    • Passionate
    • Curious
    • Inquisitive
    • Strategic
    • Confident
    • Flexible
    • Efficient
    • Enduring
    • Open Minded
    • Thoughtful
  • 5. TEACH
  • 6.
    • Mini Lesson( 10-15 min)
    • Reading Application
    • Sharing
    “ Private Practice” Conferencing “ Small Group” Guidance TIME
  • 7. Curious Minds=Successful Minds
  • 8.
    • An answer is an initiation to stop thinking about something to stop wondering. Life has no such stopping places. Life is a process whose every event is connected to the moment that just went by. An unanswered question is a fine traveling companion. It sharpens your eye for the road.
    • Riemann, 2003
    STEP ONE: VALUE CURIOSITY
  • 9. What Do Students Think?!?
  • 10.
    • Good readers spontaneously,
    • purposefully ask questions before,
    • during and after text
    • Good readers know asking questions
    • will deepen their understanding
    • Good readers have the knowledge
    • and ability to ask many different kinds
    • of questions to open meaning
    • Good readers use questions for many
    • different purposes.
    • Good readers understand some
    • answers are found in the text and
    • others they will need to infer
    • Questions are done TO
    • readers
    • Questions are asked by
    • someone else (teacher)
    • Occur at the END of
    • reading
    • Used for assessment
    • purposes
    • Have a “ right ’ answer
    Truths Misconceptions
  • 11. Language of Questioning
    • I wonder?
    • Why?
    • What does this mean?
    • Your question made me think of..?
    • How come…?
    • Why is it that…?
    • How is ______ like_________?
    • What would happen if?
  • 12. Proficient readers question to…
  • 13. Questioning … Actively asking yourself questions, searching for answers before, during, and after reading . I’m wondering… I’m asking myself… I am thinking and I wonder if… ©Maiers2007
  • 14.
    • Question
    • Vs.
    • Statement
  • 15. What makes a good question a “ GOOD ” question?
  • 16. A “GOOD” Question…
    • Makes you think
    • Can have more than one answer
    • Makes you reread to make sure
    • Can be asked in different ways
    • Can’t be answered just in the book
    • Makes you think about your life
    • Makes you want to read and know more
    • Makes you smarter!!!!
  • 17. A “ GOOD ” question…
    • Makes you think hard
    • Can have more than one answer
    • Makes you reread the book
    • Can be asked in many different ways
    • Can not be answered just by using the book
    • Will need you to use your experiences and life
    • Makes you think about other books you’ve read before
    • Is not simple or quick; it is not just a one word answer
    • Makes you want to talk about it to see what they think
  • 18. “ Good ” Questions…
    • Make you explain with more than one word
    • Help you think deeper about the text
    • Promote discussion and sharing of others opinions
    • Are not answered quick
    • Can be asked in different ways
    • Are like a good workout-they are hard, but make you feel great after you answer them
    • Make you go “Hmmmmmm…”
    • Make you want to talk to someone
    • Go way beyond the book
    • Require you to think about the world and your life
    • Are very personal
    • The answer is flexible and can change when you discuss it
    • Make you think about other books you have read-help you to compare what you learned from other places
    • FEEL GOOD!!!!
  • 19. Before and After Q? REFLECTIONS: After Reading During My Reading Before I Read
  • 20.
    • Much of what we know about intelligence and achievement show that the power of what individuals know depends in very large part not on the information they control but on the SCOPE and ORIGINALITY of the questions they ask.
    • -Pat Wolfe, 2002-
    DEVELOPING QUESTIONING POWER
  • 21. Question Typology
    • Essential Questions
    • Elaborating Questions
    • Clarification Questions
    • Hypothetical Questions
    • Strategic Questions
    • Probing Questions
    • Planning Questions
    • Unanswerable Questions
    • Provocative Questions
  • 22.  
  • 23. Genius Questions What if…? Is ______ the reason for…? I wonder why…? Can…? If…? Would you rather…? What is it that…? What would it take to…? When is it…? Why is it that…? Who could…? Would ______ be possible if…? How is ____ like _____? Is it possible to…? When is…? Could…? What could happen if…? How can…? If it were possible…? What is your opinion about…? Are there…? Is it right to…? Why is…? I wonder when…? How…? I’m wondering if…? Where did…? How could it…? Do you…? Why are…? Does it matter if…? If I ______, could_____? When is it …? What can…?
  • 24. Expect Expert Questions REFLECTIONS: After Reading During My Reading Before I Read
  • 25.
    • Mini Lesson( 10-15 min)
    • Reading Application
    • Sharing
    “ Private Practice” Conferencing “ Small Group” Guidance TIME
  • 26. Proficient Readers ask questions to…
    • Clarify meaning
    • Speculate about text not read
    • Determine an authors style, intent, purpose
    • Locate specific information
    • Focus attention
    • Stay engaged in text
    • Deepen their understanding to content
    • Make meaningful connections
  • 27. Question Homework
    • Find the most interesting question left unanswered by the reading.
    • Identify the question the author was trying to answer.
    • Write a question that will demand at least 10 minutes of thought to answer.
    • Ask a question that is the “child” of a bigger question that can be identified.
    • Identify the most/least important question and why.
    • Write down three questions that bothered or stimulated you during the assignment?
    • Write three hypothetical (compare, inferential,…) questions.
  • 28. Question Books
    • What If?- Mind-Boggling Science Questions for Kids by R. Ehrlich
    • Asking and Answering Questions by William Cashin
    • Life-Changing Questions by Oprah
    • The Flying Circus of Physics by Jean Walker
    • Jr. Skeptic #5: Urban Legends
    • Ripley’s Believe It or Not?
    • Histories Mysteries
    • Secrets that Grown-Ups Tell
  • 29. Assess and Conference
    • Did you have a question before you started to read this text?
    • How is asking questions working for you ?
    • How do you plan to keep track of your questions?
    • How does that question affect you understanding of the text?
    • When you read____. What question came to mind?
    • What questions do you now have after rereading the text?
    • Do you notice yourself asking questions when your reading does not make sense?
    • How did questions help you to figure out meaning?
    • Do you have questions that you expect the author to answer?
    • If the author were here, what would you ask him/her?
    • What will you do with the questions you still have left after reading?
    • As I listen to your questions, I notice…
  • 30. Research Based Instructional Strategies
    • QUESIONING THE AUTHOR (Isabel Beck)
    • Q/A RELATIONSHIP (Taffy Raphael)
    • SOCRATIC QUESTIONING
    • REQUEST ( Manslow)
    • OTHERS?
  • 31. Questioning the Author Why do people always expect authors to answer questions. I am an author because I want to ask questions. If I had answers, I’d be a politician! -Eugene Ionic-
    • What do you think the author is trying to accomplish here?
    • Why did the author write_________?
    • If you could ask the author on question, what would it be?
    • Do you agree with the author’s main point?
    • How does the author feel about…?
    • What do you think is the question the text is trying to answer?
    • How does this information relate to what you know?
    • Do you detect bias in any part of the text?
    • What was intended by…?
    • Is the author credible?
    • How do you know?
    • What experiences do you think the author had in order to be qualified to write this piece?
  • 32. Questioning the Author
    • What is the author trying to tell you?
    • Why is the author telling you that?
    • Is it said clearly?
    • How might the author have written it more clearly?
    • What would you have wanted to say instead?
  • 33. QAR IN THE BOOK IN MY HEAD RIGHT THERE THINK and SEARCH AUTHOR And ME ON MY OWN
  • 34. Strategies: Question-Answer Relationships 5. 4. 3. 2. 1. Answer Code Question
  • 35.
    • I ask questions before, during and after I read.
    • I question the text while I read.
    • I question the writer of the text while I read.
    • I ask questions about myself while I read.
    • I ask questions that make me think deeper about the story or topic I am reading.
    • I recognize that the questions I asked may be answered in a variety of ways.
    Mini-Lessons for Questioning Instruction
  • 36.  
  • 37. Final Thought:
    • Once you have learned how to ask relevant and appropriate questions, you have learned how to learn and no one can keep you from learning whatever you want or need to know.
    • Neil Postman
    • Teaching as a Subversive Activity
  • 38. Wonder Boxes
    • To awaken, applaud, and operationalize the curiosity and inquiry skills of children from the earliest grades and onward.
    • Debbie Miller
    • Reading for Meaning
  • 39.