Building Better Questions: Developing Purposeful Questions into Library Instruction to Informally Assess Student Learning
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Presenters: Karen Doster-Greenleaf Presented at the Georgia Libraries Conference in Macon, GA on 10/11/2019. Have you ever thought about the questions you ask students during an instruction session? Do they require the students to think critically or are they asking students to recall information covered just seconds ago? Using Depth of Knowledge (DOK) designed questions can help to more accurately assess the level of students understanding of concepts covered in library instruction classes. This presentation highlights the different levels of the DOK framework, how to incorporate the outcome-oriented question design process into lesson plan development, and provide a comparison of using DOK questions in the classroom versus previous teaching experiences.
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Building Better Questions: Developing Purposeful Questions into Library Instruction to Informally Assess Student Learning
- 1. Building Better Questions Developing purposeful question into library instruction to informally assess student learning Karen Doster-Greenleaf Georgia State University
- 2. Join at slido.com #9403 To increase student engagement do you ask students questions during your library instruction sessions?
- 4. Inspiration ● Paper presentation by Tiffeni Fonto and Adam Williams from Boston College ● Introduction to the concept Depth of Knowledge ● Potential framework to help design questions with purpose ● Informal assessment of students cognitive understanding
- 5. Structure Depth of Knowledge ● Developed by Norman Webb ● Addresses ○ scope of learning activity ○ expected cognitive effort give a particular topic ● Works in conjunction with Bloom’s Taxonomy framework ● Challenges students to find meaning in content presented ● Nonsequential levels of understanding - incorporates higher and lower thinking ● Pushes instructors to consider “How deeply do you expect students to communicate their understanding?”
- 7. Question Stems DOK 1 - Recall What knowledge is needed ● Who, what, when, where, why ● Can you describe… DOK 2 - Application How the knowledge can be used ● What is the result? ● What can you do…? ● How can you use…? ● Can you compare…? DOK 3 - Reasoning Why the knowledge can be used ● Why would you…? ● What is the cause…? ● What would happen if…? DOK 4 - Extended Thinking How else can the knowledge be used ● What is the impact of…? ● What would happen if…? ● What do you think…?
- 8. DOK 1 What is a database? DOK 2 What is the difference between a database and Google? DOK 3 Why would you use a library database instead of Google for a research assignment? DOK 4 How do you plan to use the library databases in the future?
- 9. Classroom Task 1) Students generate a list of synonyms for key terms during Round Robin game. 1) Students pair-share list of related terms for key terms. DOK Question What help do synonyms or related terms provide when searching for sources in the databases?
- 10. Source: Fontno, T. & Williams, A. "Using Depth of Knowledge Question to Encourage Deep Thinking: Intentional questioning as an instructional strategy."
- 11. Facts & Frames Question Formula Learning Outcome + Content + Question Stem = DOK Context LO - Students will distinguish between subject and keyword searches Content - Teacher & student search catalog using only keyword followed by subject search Question stem - What would happen
- 12. Lesson Plan
- 13. Engagement Verbal ● Tasks driven ● Increased class response ● Deeper conversations Textual Summative assessment ● Focused on Universal content vs specific learning outcome ● Designed in Google Forms ● Pre - Post class question
- 16. References ● Fontno, T. & Williams, A. "Using Depth of Knowledge Question to Encourage Deep Thinking: Intentional questioning as an instructional strategy." Association of College & Research Libraries 2019 Conference presentation. ● Francis, Erik M. Now That's a Good Question! : How to Promote Cognitive Rigor Through Classroom Questioning. Alexandria, VA: ASCD, 2016. ● Morgan, N. & Saxton, J. Asking Better Questions: Models, techniques, and classroom activities for engaging students in learning. Markham, Ontario: Pembroke Publishers, 1994.
Editor's Notes
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- Derived from the Oakleaf lesson plan template - incorporates DOK as comp check strategy Oakleaf lesson plan template - meganoakleaf.info › lessonplantemplate
- Start small - Attempted to incorporate too many DOK questions within a single lesson - able to successfully use 3rd of questions developed for lesson; future steps to incorporate DOK for only one learning outcome instead of all Timing - Need to provide time to students to listen, think and respond to question (impact the number of questions asked) Patience - Become comfortable with the silence - lack of immediate response from students isn’t a bad thing, especially if you’ve given them a well thought question intended to push their understanding of the topic Teaching style conflict - Traditionally developed lessons using backwards design theory - the question formulas conflicts with this as it encourages the instructor to begin with the learning outcome first - need to find ways to create a happy medium