Transcript of Higher Level Questioning Teachers ask between 300 - 400 questions each day !
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- Higher Level Questioning Teachers ask between 300 - 400
questions each day !
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- Agenda Purpose Question traps How to use Blooms to develop
questions. Questioning tips
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- Dart Statements I can identify the purpose behind asking
questions at a higher level. I can incorporate Blooms Taxonomy when
developing high level questions. I understand what question space
is and can implement this into my own questioning practice.
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- Why do we ask questions in the classroom? On your note card,
please list 3 reasons why we ask questions in the classroom.
(Individual Activity)
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- Why do we ask questions in the classroom? Share your reasons
with the members at your table. Combine, redefine, and / or clarify
your responses. Generate one top reason for questioning students.
Each table should be prepared to share and chart their responses
with the group.
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- What is the purpose for asking questions? To create interest,
engage and challenge To check on prior knowledge To check for
understanding To focus thinking on key concepts and issues
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- Are you asking the right questions? Are you... Asking too many
closed questions Yes or No questions Short answer recall-based
questions These are Question Traps
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- PLANNING How can we avoid these question traps?
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- Plan with Blooms Taxonomy Knowledge describe, identify, who,
when, where Comprehension translate, predict, why Application
demonstrate how, solve, try it in a new context Analysis explain,
infer, analysis Synthesis design, create, compose Evaluation
assess, compare/contrast, judge
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- Three Little Pigs Activity You have a handout in your packet.
This handout has questions about the story The Three Little Pigs.
Identify the level of Blooms associate with each question.
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- Lets Check It Out! 1._______Application________What would you
have done? 2. _______Synthesis_____________Can you think of a
different ending? 3.______Knowledge________________What happened in
the story? 4._______Application______________What would you have
built your home from? 5.______Analysis_____________Give examples of
how the third pig showed his cunning?
6.______Comprehension_____________How did the wolf manage to blow
down the two homes? 7.______Knowledge____________Why did the three
little pigs have to leave home? 8._____Evaluation_______________How
would you defend the wolfs action?
9._______Analysis____________Which part of the story did you like
best?
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- PRACTICE IT! On your Practice It! handout create a question
that is from the lower level of Blooms (knowledge, comprehension
and application.) These would include simple questions such as
"What is the chemical formula for water?" or "Who is the main
character in the story?" Now try to build on your lower level
questions previously created, by substituting verbs in the
question. Create a question from a higher level, (Analysis,
Synthesis, and Evaluation.)Use your Blooms Key Words handout to
find a list of appropriate verbs to use.
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- Question Tips Plan for Questions Allow suitable response time
Ask open questions If you start a lesson with a question, refer
back to that question at the end of the lesson
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- Good Teachers Don't Answer Their Own Questions QUESTION SPACE
Remember to Pause for Thinking!!! Q uestion S ilence & Waiting
Time P robing A ccepting C larifying & Connecting E laborating
& Extending
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- SAY IT AINT SO! DID YOU KNOW THOMAS EDISON WAS KICKED OUT OF
SCHOOL FOR ASKING TOO MANY QUESTIONS!
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- There are no stupid questions! The students need to feel safe
when responding to your question or asking a question of their own.
Do you value students responses?
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- What did Albert have to say? In the middle of difficulty lies
opportunity. The important thing is not to stop questioning.
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