This document provides guidance on using effective questioning techniques in the classroom. It discusses using questioning to engage students in higher-level thinking, ensuring participation from all students, and allowing sufficient wait time. Effective questioning asks students to explain their reasoning, is designed to support learning objectives, focuses on big ideas, and uses feedback loops. It also scaffolds questions for English language learners. The document encourages reading about stretching questions, not letting students opt out, and using wait time after posing questions. It provides examples of effective student behaviors like demonstrating critical thinking and initiating their own questions.

1. High Impact Instructional Moves Week 2

2. Indicator Instruction-4I-4: Uses questioning effectively

3. Observable effective teacher evidenceTeacher uses effective questioning by asking students to explain their thinking and engaging them in higher-level, critical thinking that leads to mastery of objective(s). In whole group settings, teacher mostly uses styles of questioning other than whole group to ensure most students‘ participation. Teacher provides sufficient wait time. Questioning for ELLs is appropriate (i.e., pace, structure, wait time).

4. Observable distinguished teacher evidence (additional)Teacher(s) structures allow all students to consider questions (e.g., Think-Pair-Share, white board responses). Whole group questioning is minimal unless opportunities exist for multiple students to respond. Teacher acts as facilitator, setting up students to answer and question with each other, as well as with teacher. Teacher creates opportunities for students to initiate and create questions for each other and/or teacher.

5. Effective examples would include questioning that: Asks students for reasoning behind their answers, regardless of if answers are correct and typically before indicating if answers are correct or not. Is designed to support students reaching the intended learning. Focuses students‘ attention on discipline‘s big ideas and/or make connections between big ideas. Uses feedback loops to get additional information from students (i.e., questionanswerclarifyingquestionanswerprobingquestionanswer). Requires students to analyze, evaluate, and synthesize what they know and learn. Waits 3–5 seconds after posing questions. Scaffolds questions through simplified sentence structures, slower pacing, and additional wait time according to ELLs‘ English language levels, as well as according to students‘ entry to tasks. Moves students toward self-discovery using inquiry-based process.

6. Readings and ReasearchCheck out these readings from Doug Lemov’s book Teach like a Champion. They can be found in the readings tab to your left.Stretch itNo opt outWait timeEach chapter addresses ways to make sure you guide and assist your students through the learning process.

7. Effective student behaviors:Students demonstrate critical thinking processes when responding to questions. Students also initiate and/or create questions for teacher and each other. Students engage in dialogue with one another to answer questions.

8. Higher level questioningWhat does higher level questioning force your students to do? Why is it a reasonable check for understanding? Can you come up with a list of questions related to one lesson? Why does waiting for a few seconds help?Was this questioning effective? How would you make it better? How will you use these techniques in your classroom?How can you get your students to ask probing questions and increase peer dialogue?***please free to make some notes(Insert video view here on questioning)

9. Join the discussionDid you see use of the questioning techniques studied this week in the video? No opt out, wait time, stretch it, and higher level questioning? Was this questioning effective? How would you make it better? How will you use these techniques in your classroom?