1. Productive questioning involves intentionally designing sequences of questions that lead students to deeper understanding and higher levels of thinking. 2. Effective questioning requires advance planning through tools like cognitive maps to organize related questions. 3. Asking primarily higher-order questions can significantly increase student learning and performance compared to lower-level questions.

1. Productive Questioning?Shelagh A. Gallagher, Ph.DEngaged EducationCharlotte, NC 28211sgallagher5@carolina.rr.com

2. Without Quality InstructionCurriculum is just a book

3. ??????Questions are the most frequently used teaching technique in the classroom????????

4. Questions are viewed assingularly effective in promoting development of higher levels of thinking

5. CHALLENGE assumptions

6. In all affairs it's a healthy thing now and then to hang a question mark on the things you have long taken for granted. -Bertrand Russell

7. CHANGE the Status Quo

8. Social stagnation results not from a lack of answers but from the absence of the impulse to ask questions." -Eric Hoffer

9. DIG for understanding

10. We make our world significant by the courage of our questions and by the depth of our answers. Carl Sagan-

11. Gifted students are like experts in their preference for inquirybut not in their experience with inquiry

12. …[students]are not here to worship what is known, but to question it. Jacob Bronowski

13. Change theLevelOf Discourse

14. Increased Frequency of Higher Level Questions (over 50%) Leadto Increases in…On task behaviorLength of responsesRelevant contributionsStudent to student interactionsComplete sentencesSpeculative thinkingRelevant questions

16. Questions are viewed as singularly effective in promoting anddevelopment of higher levels of thinkingKnowledge Acquisition

17. Pre-Test Scores v. Actual Gain in 62 Physics CoursesHake, 2000

18. A Meta-Analysis of 20 studies on Questioning “gains in achievement can be expected whenhigher cognitive questions assume a predominant role duringclassroom instruction” (Redfield & Rousseau, 1981)

19. Teaching students to draw inferencesand giving them practicein doing so results in higher cognitive responses and greater learning gains.

20. Increases in the use of higher cognitive questions …does not reduce student performance on lower cognitive questions on tests.Classroom Questioning by Kathleen Cotton http://www.learner.org/workshops/socialstudies/pdf/session6/6.ClassroomQuestioning.pdfNorthwest Regional Educational Laboratory http://www.nwrel.org/scpd/sirs/3/cu5.html

21. For older students, increases in the use of higher cognitive questions (to 50 percent or more) are positively related to increased teacher expectations about children’s abilities — particularly the abilities of those students whom teachers have habitually regarded as slow or poor learners.

22. 90% of all questions asked by instructors are low level questions. Teachers ask questions that require students to respond with facts. Students ask questions to clarify homework assignments.Classroom Questioning by Kathleen Cotton http://www.learner.org/workshops/socialstudies/pdf/session6/6.ClassroomQuestioning.pdf

23. In Gifted Classrooms?Gallagher, Aschner & JenneCognitive Memory Recognition RecallConvergent Explanation InferenceDivergent ConjectureTranslationEvaluation

24. Contemporary Research 5 Teachers, 10 Classrooms

25. You Can’t Climb A Stairway……With Missing Steps

26. Productive QuestionsCome in sequenced chains… …leading to the big idea

28. Traditional v. Reform Curriculum95 percent of traditional teachers’ questions were low level60-75 percent of reform teachers’ questions were low level(Boaler & Brodie, 2004)

29. Why don’t we talk about questioning more often?Teaching is an ART! Requires paradigm shift in lesson planningRequires more extensive content knowledgePersonal

30. Making Questions ProductiveDesigning Questioning SequencesIntentional Delivery

31. Planning?To??To Be ButTo Be And To Be Not?To Be or Not To Be?

32. ?PlanningProductive questioning requires advance preparation. ??

33. Hilda Taba, Goddess of Questioning Four Structures for Organizing Questions to Achieve Higher Order ThinkingConcept Development Interpretation of Data Application of Generalizations Resolution of ConflictCognitive Map

34. Designing Questioning SequencesElaborate Clarify ExtendElaborate Clarify ExtendElaborate Clarify ExtendFocusing QuestionFocusing QuestionFocusing Question

38. Planningthe cognitive map

39. DataStay awayMake funInsult/jokesFight“them”Take away namesLabelCondescendRules to keep them awayFalse accusationsCognitiveMap

40. If I ask my students…“what do you suppose are the reasons, negative or positive, why someone would (insult someone else)?”…how will they answer?

41. CausesDesire for safetyMaintain lifestyleKeep traditionsComfortI’ve been made fun ofIn the pastFeel threatenedTo make myself feel betterMaintain OrderFear of conflictDataStay awayMake funInsult/jokesFight“them”Take away namesLabelCondescendRules to keep them awayFalse accusations

42. What makes someone feel threatened?

43. PriorCausesFeel threatenedWant survivalUnknownPast experiencesFear of losing control Low self-esteemMy past experiencesFear of changeNot understandingI need structureMakes me feel superiorCausesDesire for safetyMaintain lifestyleKeep traditionsComfortI’ve been made fun ofIn the pastFeel threatenedTo make myself feel betterMaintain OrderFear of conflictDataStay awayMake funInsult/jokesFight“them”Take away names(give numbers)[Gossip]LabelCondescendRules to keep them awayFalse accusations

44. Taba’s ResearchStudents with teachers trained in questioning showedGreater number of thought unitsMore complex thoughtConvergence of lower and higher level thoughtUsing the Cognitive Map was critical to facilitating students’ cognitive development (1966)

45. Delivery

46. Intentional Deliverythrough Active Self-Listening

47. Classroom Interaction Analysis

48. Classroom Interaction Analysis CODET = TalkA = AskM = Manage

50. Practice

51. Use theBOARD

53. Higher Order Questions and Wait Time

54. Next Steps: Filling the Places In Between

55. Next Steps: Filling the Places In Between

56. Support through Peer Teams

57. The most Significant Challenges to Learning are INTERNALand Require CONSTANT Reflection

58. Remain Open to others and to varied experiencesRisk ImperfectionIdentify Areas of ResistanceWelcome FeedbackWilling to be Novice

59. Back to BalanceQuestioning Experience/ Acceptance(Experience, Observe, Reflect)

60. Teaching that begins with questions is both a moral and a pedagogical choice. A teacher teaches with questions because she or he believes that it is a better way to teach, and a better way to be a teacher. -Nicholas C. Burbles, essay: "Aporia: Webs, Passages, Getting Lost, and Learning to Go On"

61. Improving Your Questioning may be the Single Most Powerful Change You can Make in Your ClassroomIt costs very littleIt requires no new books, consumables or computersYouwon’tsacrifice achievementYou can start …tomorrow

62. We find that some teachers ask surface questions that do not take students deeper into …issues; we think of those students as walking on a path that surrounds a beautiful forest without ever stepping into the forest to look at the trees. Other teachers ask questions that [probe] do not build carefully toward key concepts. We think of these students as stepping in and out of the forest, catching glimpses of trees and flowers but not learning where they are …or how they may navigate their way through the forest. Other teachers ask questions that target key concepts and build carefully to enable students to find their way around. Those students experience the forest fully – they walk through, looking at the trees and flowers, and they also climb some trees and look at the whole terrain, getting a sense of where they are….the questions that teachers use to guide students become the pathways that students walk along and that shape their experience of the terrain. Boaler & Humphreys, 2005