Higher-Order Questioning

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An overview of higher-order questioning. Using an upcoming story from the Language Arts series, participants create at least three-higher order questions that enable students to demonstrate deeper understanding. Participants are encouraged to think about how they can structure classroom activity around these questions. The presentation took place at a building-based professional development session. I presented with a school leadership team.
11-6-13

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Higher-Order Questioning

  1. 1. ?? ?? ?? ?? ? Creative Leadership Team 2013-2014 ! Questioning ! A Fundamental Instructional Practice
  2. 2. The best strategy for ensuring effective questioning is the teacher scripting questions prior to class discussion.
  3. 3. The best strategy for ensuring effective questioning is the teacher scripting questions prior to class discussion. Strongly Agree ! Agree ! Disagree ! Strongly Disagree ? ? ? ?
  4. 4. The goal of class discussion is to find the “right” answers.
  5. 5. The goal of class discussion is to find the “right” answers. Strongly Agree ! Agree ! Disagree ! Strongly Disagree ? ? ? ?
  6. 6. ? ? ?? ?? ?? ? Why Question?
  7. 7. Why Question? To develop interest and motivate students to become actively involved in lessons 
 To evaluate students’ preparation and check on homework or seat work completion ! To develop critical thinking skills and inquiring attitudes ! To review and summarize previous lessons ! To nurture insights by exposing new relationships ! To assess achievement of instructional goals and objectives ! To stimulate students to pursue knowledge on their own
 Kathleen Cotton
  8. 8. ?? ?? ?? ?? ? How can fewer questions lead to a deeper understanding?
  9. 9. Grade 3
 Storytown
  10. 10. 1. Answer the questions 2. How deep does the student’s understanding of the text have to be in order to correctly answer these questions? Discuss
  11. 11. 1. Where is the fruit from Don Manuel’s vineyard going? 2. Do you think Max has friends in the United States? Why or why not? 3. Why does Max include his address? 4. What surprise does Max get when the letter comes? 5. Who can help Max with his problem? ! 6. How does Maggie get Max’s letter?
  12. 12. 1. Where is the fruit from Don Manuel’s vineyard going? 2. in the United States? Why or why not? 3. address? 4. when the letter comes? 5. problem? ! 6. letter?
  13. 13. 1. Where is the fruit from Don Manuel’s vineyard going? 2. in the United States? Why or why not? 3. address? 4. when the letter comes? 5. problem? ! 6. letter?
  14. 14. 1. Where is the fruit from Don Manuel’s vineyard going? 2. Do you think Max has friends in the United States? Why or why not? 3. Why does Max include his address? 4. What surprise does Max get when the letter comes? 5. Who can help Max with his problem? ! 6. How does Maggie get Max’s letter?
  15. 15. 1. Manuel’s vineyard going? 2. Do you think Max has friends in the United States? Why or why not? 3. address? 4. when the letter comes? 5. problem? ! 6. letter?
  16. 16. 1. Manuel’s vineyard going? 2. Do you think Max has friends in the United States? Why or why not? 3. address? 4. when the letter comes? 5. problem? ! 6. letter?
  17. 17. 1. Manuel’s vineyard going? 2. Do you think Max has friends in the United States? Why or why not? 3. address? 4. when the letter comes? 5. problem? ! 6. letter?
  18. 18. 1. Where is the fruit from Don Manuel’s vineyard going? 2. Do you think Max has friends in the United States? Why or why not? 3. Why does Max include his address? 4. What surprise does Max get when the letter comes? 5. Who can help Max with his problem? ! 6. How does Maggie get Max’s letter?
  19. 19. 1. Manuel’s vineyard going? 2. in the United States? Why or why not? 3. Why does Max include his address? 4. when the letter comes? 5. problem? ! 6. letter?
  20. 20. 1. Manuel’s vineyard going? 2. in the United States? Why or why not? 3. Why does Max include his address? 4. when the letter comes? 5. problem? ! 6. letter?
  21. 21. 1. Where is the fruit from Don Manuel’s vineyard going? 2. Do you think Max has friends in the United States? Why or why not? 3. Why does Max include his address? 4. What surprise does Max get when the letter comes? 5. Who can help Max with his problem? ! 6. How does Maggie get Max’s letter?
  22. 22. 1. Manuel’s vineyard going? 2. in the United States? Why or why not? 3. address? 4. What surprise does Max get when the letter comes? 5. problem? ! 6. letter?
  23. 23. 1. Manuel’s vineyard going? 2. in the United States? Why or why not? 3. address? 4. What surprise does Max get when the letter comes? 5. problem? ! 6. letter?
  24. 24. 1. Manuel’s vineyard going? 2. in the United States? Why or why not? 3. address? 4. when the letter comes? 5. Who can help Max with his problem? ! 6. letter?
  25. 25. 1. Manuel’s vineyard going? 2. in the United States? Why or why not? 3. address? 4. when the letter comes? 5. Who can help Max with his problem? ! 6. letter?
  26. 26. 1. Where is the fruit from Don Manuel’s vineyard going? 2. Do you think Max has friends in the United States? Why or why not? 3. Why does Max include his address? 4. What surprise does Max get when the letter comes? 5. Who can help Max with his problem? ! 6. How does Maggie get Max’s letter?
  27. 27. 1. Manuel’s vineyard going? 2. in the United States? Why or why not? 3. address? 4. when the letter comes? 5. problem? ! 6. How does Maggie get Max’s letter?
  28. 28. 1. Manuel’s vineyard going? 2. in the United States? Why or why not? 3. address? 4. when the letter comes? 5. problem? ! 6. How does Maggie get Max’s letter?
  29. 29. ? ? ? ?? ? ? ? ? ? ? ? Thinking
 Routine ? ? ? ?
  30. 30. ?? ?? ?? ?? ?Using an upcoming story, create at least three higher-order questions that enable students to demonstrate deeper understanding. ! Then, think about how you can structure classroom activity around these questions.
  31. 31. Knowledge Comprehension Application Analysis Evaluation Synthesis
  32. 32. Remembering Understanding Applying Analyzing Creating Evaluating
  33. 33. Recall and Reproduction Skills and Concepts Strategic Thinking Extended Thinking
  34. 34. ?? ?? ?? ?? ?Using an upcoming story, create at least three higher-order questions that enable students to demonstrate deeper understanding. ! Then, think about how you can structure classroom activity around these questions.
  35. 35. ?? ?? ?? ?? ? How can fewer questions lead to a deeper understanding?
  36. 36. ?? ?? ?? ?? ? Thank You!

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