NRP Questioning Journey 2011

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Professional Development 2011

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NRP Questioning Journey 2011

  1. 1. Questioning Journey at New River Primary <ul><li>WALT: Teach Students at New River Primary to become Independent and Effective Questioners </li></ul>Reference to Trevor Bond – Quest http://ictnz.com/
  2. 2. we Need to ask Ourselves... <ul><li>What aspects of questioning are important to target? </li></ul><ul><li>How do we define what an effective questioner is? </li></ul><ul><li>What constitutes a ‘ good ’ question? </li></ul>
  3. 3. We Need a Resource that Gives us... <ul><li>Some form of framework to assist teachers as they work with their students on questioning. </li></ul><ul><li>Provide a tool, rubric or students that allows teachers to assess students questioning development, and a tool that allows students to self assess their own questioning skills. </li></ul>
  4. 4. Why use the Trevor BonD Questioning Rubric Trevor Bond - Quest http:www :ictnz.com/ <ul><li>Links to our school INQUIRY / ICT Teaching and Learning Matrix (open / closed questions / 6 hats and the rubric) </li></ul><ul><li>Support available online for our professional development </li></ul>
  5. 5. A New Approach to the Questioning Rubric <ul><li>Stage 1and 2 questions being the sandbags that have to be dropped so we can take off as questioners. </li></ul><ul><li>Stage 3 to 7 questions as panels of the balloon reinforces that stage 7 isn't the target. </li></ul>
  6. 7. <ul><li>Time to unpack questioning and the rubric... </li></ul>
  7. 8. <ul><li>There are Requests, Rhetorical and Inquiry Questions... </li></ul><ul><li>Request </li></ul><ul><li>Rhetorical Questions </li></ul><ul><li>Inquiry Questions </li></ul>Three Main Categories of Questions
  8. 9. Next Steps... <ul><li>Continue to use the Trevor Bond Rubric in the classroom </li></ul><ul><li>Checkout http://www.ictnz.com to up skill your knowledge of the rubric </li></ul><ul><li>Readings: Complete and discuss 5th September-Wk 6 </li></ul><ul><li>Questioning (a simple overview of questioning) </li></ul><ul><li>The QuESTioning Rubric </li></ul>
  9. 10. What aspects of questioning are important to Target? <ul><li>Key words and Phrases / Thinking - Inferring as well as literal </li></ul><ul><li>Seven Servants / pose questions that lead to other questions - generative / higher order questions </li></ul><ul><li>Mix of Open and Closed / relevant to the context </li></ul><ul><li>Thick and Thin / Forming clear questions / with relevant unknown answers </li></ul><ul><li>Questions that get you the answers you need </li></ul><ul><li>Teaching juniors the difference between questions and statements </li></ul><ul><li>Collated by NRP Staff - Term 3 2011 </li></ul>
  10. 11. How do we define what an effective questioner is? <ul><li>Ask Questions about answers they find </li></ul><ul><li>Curious and Inquirying </li></ul><ul><li>Is able to listen </li></ul><ul><li>Be an open ended questioner </li></ul><ul><li>Be able to summarise and clarify with further questions if necessary </li></ul><ul><li>Someone who can ask a relevant question to get information they require </li></ul><ul><li>Collated by NRP Staff - Term 3 2011 </li></ul>
  11. 12. What constitutes a ‘ good ’ question? <ul><li>Key words, relevant to the context and agains information the questioner needs </li></ul><ul><li>One that can be answered (preferable open ended) </li></ul><ul><li>Getting the answers you need </li></ul><ul><li>Has to be a question </li></ul><ul><li>Collated by NRP Staff - Term 3 2011 </li></ul>
  12. 13. Requests <ul><li>May I / Can I </li></ul><ul><li>Asking for something and expect an answer verbal and non verbal </li></ul><ul><li>A specific question with a definate answer </li></ul><ul><li>Asking for permission / to do / gain tangible </li></ul><ul><li>Collated by NRP Staff - Term 3 2011 </li></ul>
  13. 14. Rhetorical <ul><li>Not expecting big answers / may already know the answer e.g. it was a snowy wet day today wasn ’ t it? </li></ul><ul><li>A question that requires no answer </li></ul><ul><li>Serility / answers themselves / not expecting an answer </li></ul><ul><li>Collated by NRP Staff - Term 3 2011 </li></ul>
  14. 15. Inquiry <ul><li>Digging deeper / generative </li></ul><ul><li>Encourages more questions / seeking </li></ul><ul><li>Curiosity driven / deeper thinking </li></ul><ul><li>Requires research / never ending </li></ul><ul><li>Wanting to find out specific information </li></ul><ul><li>Philosophical </li></ul><ul><li>Collated by NRP Staff - Term 3 2011 </li></ul>
  15. 16. De Bono <ul><li>“ Questions are the engine house of thinking ” </li></ul>
  16. 17. As the Teacher <ul><li>What are three things you would like to know about questioning, that would help you to improve students questioning? </li></ul><ul><li>What 3 things you know about developing students questioning skills. </li></ul>
  17. 18. Questions <ul><li>Next session please bring with you a variety of questions from your class. </li></ul><ul><li>The questions can be from any stage on the rubric. </li></ul><ul><li>We will analyse reason and discuss questions and at what stage do we think they fit on the rubric. </li></ul>

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