Effective questioning

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Effective questioning to develop student learning & engagement “Did you ever stop to think, and forget to start again?” ― A.A. Milne Thomas Meagher, PhD STEM Coordinator Owatonna Public Schools

Transcript of Effective questioning

Page 1: Effective questioning

Effective questioning to develop student learning & engagement

“Did you ever stop to think, and forget to start again?”

― A.A. Milne

Thomas Meagher, PhDSTEM CoordinatorOwatonna Public Schools

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Use of Questioning in InstructionStrengthening memory and recallHelping students see relationshipsGuiding students towards deeper

understandingRedirecting from misconceptionEmphasizing conceptual changeDirecting students to develop

personal inquiry based questionsOthers examples not listed here?

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Questioning in teaching for Access and Equity for all students

Recognizing all students within a group and addressing each during the course of a lesson

Keeping discussion always focused on learning and encouraging the integration of multiple subject areas

Allow student direction with learning and questioning.

Recognizing the status of students within groups and addressing issues of inequity◦ Eye contact◦ Question direction◦ Seeking input from all learners◦ Using your voice effectively◦ Body positioning

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What science education research says about Effective Questioning

Oral questions posed during classroom recitations are more effective in fostering discussion than are written questions (Cazden, 2001).

Questions which focus student attention on salient elements in the lesson result in better comprehension than questions which do not (Roth, 1996).

Increasing the use of higher cognitive questions produces superior learning gains for students above the primary grades and particularly for secondary students (Ellis, 1993).

Simply asking higher cognitive questions does not necessarily lead students to produce higher cognitive responses (Alexander, Jetton, Kulikowich, & Woehler, 1994).

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Summary of Effective Questioning & Guiding Student Learning

Types of questions◦ Closed, open-ended, probing, challenging

Levels of complexity based on Bloom’s Taxonomy◦ Knowledge◦ Understanding◦ Applying◦ Analyzing◦ Evaluating◦ Creating

Importance of critical thinkingDepth of Knowledge clarificationSequential questioning to build confidence and

understanding

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Webb’s Depth of Knowledge Wheel

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How to organize learning through ORID questioning

A system of questioning that builds upon each level.

Guiding students from concrete observations to higher level cognitive decision making.

Questions encourage students to find personal meaning for what they’re learning.

ORID facilitates student learning to relationships among content areas.

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Acronym for ORID questionsObjective (Observational)

◦ Questions that focus attention on what can be observed or noticed, utilizing multiple senses.

Reflective◦ Questions that encourage students to find personal

meaning or affective perspectives.Interpretive

◦ Questions that guide students to find meaning, patterns or relationships among topics (e.g. STEM)

Decisional ◦ Questions that help students to find value and

applicability to what they are learning. Helps students find their own answers to “Why do I have to learn this?”

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Questioning practiceMultiple learning stations with a focus on

students working in teams or groups.As a teacher at each station what questions

would you ask to guide student learning?Record 3 questions on question strips.Move to the next station and record 3 more

questions, unique from those previously recorded from another group.

Continue moving from station to station until each team has visited each station.

We’ll collect all the question strips when the teams are finished.

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Practice analysis Categorize the questions into groups as you see

relationships among the questions.◦ Write and description for each of the categories of

questions the team created and share out with the rest of the class.

Read the descriptions of how questions are categorized based on Bloom’s Taxonomy, Webb’s Depth of Knowledge or ORID.

Reorganize your questions based on this new information your team received.◦ What changes do you notice? (O)◦ How were questions rearranged? (O)◦ How could the wording of any of the questions be

edited to make the them more effective? (R)◦ How could these questions be used to develop further

lessons with inquiry? (I)◦ How could this activity be used with students to develop

inquiry investigations? (D)

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Questions?