Jan watts
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  • 1. Jan Watts
    The Importance of Questioning
  • 2. What is Important About Questioning?
    Students understanding of what a question is
    There are different stages of questioning
    Which questions matter?
    What is a good question?
    Teaching students the difference between statements and questions
  • 3. Our Class Environment…
    Will be –
    Hands on
    Encourages how, why and what
    Models effective questioning
    A place where students can take on a ‘teacher role’ – giving feedback, questioning etc
    A selection of thoughts from each group of teachers.
  • 4. Lots of oral language opportunities
    Supportive & builds trust
    A place that it is safe to take risks
    Okay to be wrong
    A place of ownership of their questioning
    A selection of thoughts from each group of teachers
  • 5. Teacher’s Do…
    Relationship building, trust and team building
    Simple question – why do we come to school?
    Teacher’s responses to questions, we need to value all questions & not brush off
    Show that we are all learners too
    Challenging & engaging environment
    Wonderwalls
    A selection of thoughts from each group of teachers
  • 6. Teacher’s Do… (Continued)
    Discovery table
    Deliberate acts of teaching questioning
    Lots of games
    Pacing lessons
    Using ‘chatterbox’ to ask questions
    Statements versus questions
    Scaffolding children to move from statements to questions
    A selection of thoughts from each group of teachers
  • 7. Roll the Dice and Take Your Chances…
    Jan threw a dice around the class to stimulate questioning, each side was labelled with –
    Who
    Where
    Why
    When
    What
  • 8. Jan Suggests …
    Using as a pile of cards
    Sit in a circle or in small groups
    Use with a black and white photo or
    The digital photos the children are taking
  • 9. Two Dice are Better Than one…
    Adding a secondary dice (or pile of cards) can add more depth and thought to the questioning process. This dice would look like –
    Is/was
    Are/were
    Do/did
    Can/could
    Would/might
  • 10. What is Appropriate & Relevant?
    Closed Questions –
    Useful at the beginning of the a study
    Useful for gathering facts
    For classifying
    Checking
    Moving on to further questioning
  • 11. Suggestions for Closed Questions
    Play games such as –
    20 questions
    Headbands (name or subject on the person’s head or back and they have to ask questions to find out who they are)
  • 12. Open Questions – What do They Look Like?
    They –
    Justify
    Analyse
    They prompt with –
    What if…
    What could we do…
  • 13. Fat or Skinny?
    Both closed and open questions can be fat or skinny.
    Skinny questions do not require a lot of thought. They can be both open and closed. We use them to –
    gather information
    Find out
    Describe
    Classify
    See Jan's handout for more depth
  • 14. Fat Questions
    Require some complexity of thought & tend to require some interpretation.
    Fat questions can be both closed & open.
    Closed:
    Interpreting facts
    Giving opinions
    Evaluation/justification
    See Jan's handout for more depth
  • 15. Fat Questions continued…
    Open Questions require complex thinking & have no limit on the possibilities.
    May be used for:
    Interpreting facts
    Giving opinions
    Evaluation/justification
    Prediction
    Possibilities
    originality
    See Jan's handout for more depth
  • 16. Check This Out…
    A great site to check out between the hours of 1-5pm is anyquestions.co.nzThis is run by librarians and can be a great source of research, information and learning.
  • 17. A Final Message…
    Questioning is up to us – it demands deliberate acts of teaching
    Practice questioning every single day – across all curriculum areas
    Refer to the 6 stages of questioning (in Jan’s handout)