Questioning - Important or Unimportant in the teaching and learning process? Compiled by Sandy Bornholdt The Question iiissss…
What do you think? . The question is… Why are there so many little questions in school when Marie Curie spent her whole life on one big question?
Jamie McKenzie on… Questioning Without strong questioning skills, you are just a passenger on someone else's tour bus. You may be on the highway, but someone else is doing the driving. Powerful questions - Smart Questions , Essential Questions, are the foundation for Information Power , Engaged Learning and Information Literacy . The question is why politicians learn not to answer questions while I must learn how to answer them . We are fighting a long school history of topical research. For decades students have been sent to the library to "find out about" some topic. This tradition has led to information gathering but little analysis or thought.
Thinking is not driven by answers but by questions
Every intellectual field is born out of a cluster of questions to which answers are either nedded or highly desirable
Questions define tasks, express problems and delineate issues. Answers signal full stop in thought
Only when an answer generates a further question does thought continue its life
The quality of the questions students as determines the quality of the thinking they are doing.
No questions = no understanding
Superficial questions = superficial understanding
The question is… why questions have to be answered fast in school when philosophers take years to answer them. They not only sit in silence: their minds are silent as well
So000 Which Questions Matter? Most important thinking requires one of these three Why? requires analysis of cause-and-effect and the relationship between variables How? basis for problem-solving and synthesis Which? requires thoughtful decision-making The question is… how come the teacher asks all the questions when I'm the one who needs to know things. There have always been plenty of questions in schools, but most of them have come from the teacher, often at the rate of one question every 2-3 seconds.
Are central to our lives, common to all and contestable
Touch our heart and soul
Are the heart of the search for truth
Probe the deepest issues
Are at the centre of all the other types of questions
Lend themselves to multidisciplinary investigations
May take a life time to answer
Answers cannot be found
Engage children in real-life problem solving
reside at the top of Bloom’s Taxonomy
Answers to essential questions cannot be found
Engage students in real life , problem solving
Usually lend themselves to multidisciplinary investigations
Need to be unpacked with subsidary questions
The question is… why I'm supposed to have the answers to all my parent's questions when they can't answer mine. The greatest novels, the greatest plays, the greatest songs and the greatest paintings all explore essential questions in some manner
The question is… why scientists ask ten questions for every answer they get but I have to answer seven out of ten to pass. So What does this mean for teachers in our schools?
Information-savvy schools should adopt a basic questioning toolkit and then blend it explicitly into each curriculum area where such skills belong.
Ask open-ended questions
Reword questions to eliminate yes/no responses
Use precise language
Practice “wait time”
Call on students randomly
Acknowledge all responses
Respond to student answers non-judgmentally, otherwise students may play a game called “Please the Authority”
Paraphrase more often than praise
Rephrase rather than repeat
Provide opportunities for reflection and for “thinking aloud
Plan for productive interaction - Think / pair/ share
Encourage question asking
Teach children to ask essential questions and help them to unpack them using subsidiary questions.
When students begin to label the different kinds of questions, they learn to select different kinds of questions to perform different kinds of thinking.
Strategies for Filling the Thinking Toolbox - some practical ideas
Use a Question matrix / taxonomy
Question matrix, rainbow fish eg
Start a new unit with “Wonderings & questions” about the topic then catagorise the questions. Identify which are most interesting/least interesting, easiest/hardest to answer in order to form your typology of questions.
Put your classroom questioning typology to work with your homework
The interview & Questioning the main character
Label thinking questions with timeframes, then ask to draw pictures of how their minds jumped and moved and considered
The book report
The Tourist in Trouble
Problem Solving & math's
Test taking strategies
Divergent & Creative Thinking
Key words & question stems
Practice Socratic questioning techniques
The question is… why I must find answers to already answered questions when I have questions that have not yet been answered. Critical thinking gives one a comprehensive view of how the mind functions (in its pursuit of meaning and truth) and Socratic questioning takes advantage of that overview to frame questions essential to the quality of that pursuit.
The question is… why can't I be in charge of the questions? Philosophy 4 Children – A community of Inquiry
P4C questions follow the CCC rule – Contestable, common and central
P4C builds on wonder and curiosity
Philosophy is thinking dedicated to the improvement of thinking.
It is open-ended, rigorous, critical and creative
It strengthens thinking and reasoning skills and builds self-esteem
Ethical values are integrated into philosophy
Irrespective of age, practice in oral reasoning translated directly into better thinking skills and virtues, such as: patience, reasonableness, and openness
Philosophical inquiry often requires slowing down the pace, paying attention to precise meanings and careful definitions which promotes more insight and better knowledge
Skills learnt in community of inquiry are transferable
It does not involve introducing another subject, but invites us to rethink how we can change some of our subject teaching to involve more cognitively demanding interaction with the children
Sadly, most studies of classroom exchanges in the past few decades report that student questions have been an endangered species for quite some time. (Goodlad, Sizer, Hyman, etc.)
Use picture books, a video, a photo, or even a painting to stimulate deep thinking
Children start off by sitting so that they can all see each other and can equally share the story
Give children “thinking time” Think/Pair/Share to think of questions about the story.
Introduce words that help children to express their thoughts eg: what puzzles them or what do the find strange about …
Children talk freely about their questions
Children picture what they are thinking in their minds and draw it.
Share questions with group, recording children's exact words with the names written next to the questions they have posed.
Children vote, choose a question from the list that forms the starting point for dialogue
The question is… why is the question the answer?
Questioning - Important or Unimportant in the teaching and learning process? What do you think? The goal of critical thinking is to establish a disciplined level of thinking, a powerful inner voice of reason, to monitor, assess and reconstitute – in a more rational direction – our thinking, feeling, and action. Socratic discussion cultivates that inner voice by providing a public model for it. Seinfeld video