Higher Level Questioning

Higher Level Questioning

Teachers ask between 300 - 400 questions each day !AgendaPurposeQuestion trapsHow to use Blooms to develop questions.Questioning tips

Dart StatementsI 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.

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)

Teachers will write three reasons for questioning individually. Then they will share their response with the members at their table. The will then combine and redefine their responses to generate one reason for questioning. This one reason will be share with the entire audience and charted by facilitator.4Why 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.

Teachers will write three reasons for questioning individually. Then they will share their response with the members at their table. The will then combine and redefine their responses to generate one reason for questioning. This one reason will be share with the entire audience and charted by facilitator.5What is the purpose for asking questions?To create interest, engage and challengeTo check on prior knowledgeTo check for understandingTo focus thinking on key concepts and issues

In the classroom questions are a way to formatively assess our students. We can check their understanding and help clarify misconceptions. This process leads to increase interest, engagement and it challenges the students!6Are you asking the right questions?Are you...Asking too many closed questionsYes or No questionsShort answer recall-based questionsThese are Question Traps

7PLANNINGHow can we avoid these question traps?

8Plan with Blooms TaxonomyKnowledge describe, identify, who, when, whereComprehension translate, predict, whyApplication demonstrate how, solve, try it in a new contextAnalysis explain, infer, analysisSynthesis design, create, composeEvaluation assess, compare/contrast, judge

The first three levels fall into the lower-order thinking skills category.While the last three levels fall into higher order thinking skills9Three Little Pigs ActivityYou 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.

What would you have done?Can you think of a different ending?What happened in the story?What would you have built your home from?Give examples of how the third pig showed his cunning?How did the wolf manage to blow down the two homes?Why did the three little pigs have to leave home?How would you defend the wolfs action?Which part of the story did you like best? 10Lets 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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These are key words and question steps you can use to develop questions that are in a higher level.12PRACTICE 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.

Question TipsPlan for QuestionsAllow suitable response timeAsk open questionsIf you start a lesson with a question, refer back to that question at the end of the lesson

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

SAY IT AINT SO!DID YOU KNOW THOMAS EDISON WAS KICKED OUT OF SCHOOL FOR ASKING TOO MANY QUESTIONS!

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?

What did Albert have to say?In the middle of difficulty lies opportunity.The important thing is not to stop questioning.