Z:\Curric Docs\Questioning

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  • Z:\Curric Docs\Questioning

    1. 1. Questioning. Elementary School Parent coffee morning Thursday, February 18 th 2010 The important thing is not to stop questioning. ~ Albert Einstein
    2. 2. Questioning … <ul><li>We can make questions as important as answers . </li></ul><ul><li>We aim to welcome all those &quot;why&quot; questions our students have … and model a lot of them ourselves . </li></ul><ul><li>We need to be content to leave many of them unanswered, but create a collection that testifies to the prominent place of curiosity in our school . </li></ul>
    3. 3. Questioning … <ul><li>Questioning is at the heart of effective thinking . </li></ul><ul><li>Children need to ask or investigate questions that flow from their own curiosity. </li></ul><ul><li>By encourag ing questioning from the very beginning of a child's language development, we can establish a foundation which will serve him or her well throughout life. </li></ul>Source: Jamie McKenzie http://www.fno.org/parenting/questioning3.html
    4. 4. The question is … The question is how come the teacher asks all the questions when I'm the one who needs to know things ? The question is why I'm supposed to have the answers to all my parents ' questions when they can't answer mine ?      
    5. 5. The question is … The question is why scientists ask ten questions for every answer they get but I have to answer seven out of ten to pass . The question is why politicians learn not to answer questions while I must learn how to answer them.      
    6. 6. The question is … The question is why questions have to be answered fast in school when philosophers take years to answer them. The question is why there are so many little questions in school when Marie Curie spent her whole life on one big question.      
    7. 7. The question is … The question is why I must find answers to already answered questions when I have questions that have not yet been answered. The question is why can't I be in charge of the questions?     Source: Jamie McKenzie http://www.fno.org/parenting/questioning3.html  
    8. 8. Facts There is a problem with pollution in the oceans. Concepts Causation and Responsibility Generalisations It is our responsibility to maintain and protect the ocean and what lives in it. Theory building What is a concept driven curriculum? An exploration of our rights and responsibilities as we strive to share finite resources with others An inquiry into Key concepts Enduring understanding Exploring concepts How students learn How teachers plan Source: Focus on Inquiry (2005) Jeni Wilson & Leslie Wing Jan
    9. 9. Thinking Questions <ul><li>LOW LEVEL QUESTIONS </li></ul><ul><li>Who ………? </li></ul><ul><li>What ………? </li></ul><ul><li>Where ………? </li></ul><ul><li>When ………? </li></ul><ul><li>How ………? </li></ul><ul><li>Why ………? </li></ul><ul><li>HIGH LEVEL QUESTIONS </li></ul><ul><li>What are all the ways …? </li></ul><ul><li>What if …? </li></ul><ul><li>What is your opinion …? </li></ul><ul><li>How might …? </li></ul><ul><li>How do you we know that …? </li></ul><ul><li>How does this connect …? </li></ul>
    10. 10. Little Red Riding Hood <ul><li>Source: Pieces of Learning (1995) </li></ul>Low Level Thinking How many little girls are there in the story? What happened first in the story? Where was Little Red going? What color was Little Red’s cape? Who was the senior citizen living in the house? High Level Thinking Would you rather be the wolf or Little Red? Why? Are real wolves like the one in the story? Do you know any other stories about wolves? What is your opinion about the intelligence of this wolf? What is the difference between fact and fiction?
    11. 11. Thinking Skills <ul><li>Classroom talk encourages the development of thinking skills when students do the thinking and the talking! </li></ul><ul><li>TSSTSSSTSSTSSSSSSST… See: Courtney Cazden (2001) Classroom Discourse </li></ul><ul><li>Teachers model questions and use them to facilitate inquiry. </li></ul><ul><li>Effective Questioning is at the core of effective thinking. </li></ul><ul><li>Teachers questions: ask students to compare, contrast, reflect, synthesize, and make judgements. </li></ul><ul><li>Student questions: used as a basis for thinking about, hypothesizing, discussing, investigating, and evaluating ideas </li></ul>Source: Learning Links (2005). Jeni Wilson and Kath Murdoch
    12. 12. An inquiry: “If you were in charge of the world.” <ul><li>5 year old students in the USA </li></ul><ul><li>Languages </li></ul><ul><li>Questioning and inquiry </li></ul><ul><li>Co-construction of knowledge and the development of ideas </li></ul><ul><li>Teacher questions facilitate </li></ul><ul><li>Knowledge base that the children draw upon: </li></ul><ul><li>Misunderstandings can cause fighting. </li></ul><ul><li>English is a dominant language </li></ul><ul><li>Language is power </li></ul><ul><li>Shared ways of communicating bring people together </li></ul>Source: Paley in Lindfors (1999) Children’s Inquiry, p158-162
    13. 13. Looking at Learning - Questioning How many questions do we ask students in a given lesson? How much teacher talk is there in a given lesson? What kinds of questions (higher / lower order; open / closed) are we asking our students? How are we incorporating students’ questions into our teaching and learning? How much wait time do we give after asking a question?
    14. 14. Essential Questions <ul><li>Have no simple or right answer </li></ul><ul><li>Are meant to be argued </li></ul><ul><li>Are designed to provoke and sustain student inquiry, while focusing on learning </li></ul><ul><li>Address conceptual foundations of a discipline </li></ul><ul><li>Raise other important questions </li></ul><ul><li>Naturally and appropriately occur </li></ul><ul><li>Stimulate ongoing thinking </li></ul>
    15. 15. Essential Questions <ul><li>Some examples: </li></ul><ul><li>What can we learn from the past? (History) </li></ul><ul><li>How do sounds and silence work together? (Music) </li></ul><ul><li>Can everything be quantified? (Math) </li></ul><ul><li>What makes places unique and different? (Geography) </li></ul><ul><li>Who should decide? (Social Studies) </li></ul><ul><li>How do we read between the lines? (Reading / Language) </li></ul>Source: Understanding by Design. Professional Development Workbook. McTighe and Wiggens (2004)
    16. 16. Questioning <ul><li>Wandering and wondering </li></ul><ul><li>- What do we already know about this? Where could we start to find out more? </li></ul><ul><li>Inquiry-based learning and student generated questions </li></ul><ul><li>- Using the skills and knowledge base to explore ‘big ideas’ that are personally significant </li></ul><ul><li>Reflection and goal setting </li></ul><ul><li>“ I think I’ve seen this kind of problem before.” </li></ul><ul><li>“ Next time, I will …” </li></ul><ul><li>“ I need to know how to …” </li></ul>

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