h.o.t. questioning in question sets, projects, lectures, discussions
Post on 17-Dec-2015
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Three Questions to Keep in Mind:
How do you use questioning?
What is the effect of your questioning?
How might you change the way that you use questioning based on what you’ve learned from this conference?
Why Do We Ask Questions?
To See What Students Know
To See What Students Understand
To See What Students Remember
To Extend Student Thinking on a Given Topic
To Encourage Synthesis of Information
To Help Students Make Connections Between Topics
How do we know if we’re asking higher level questions?
#1 – If You’re Using Questioning to Extend Thinking – That’s Higher Level
How do we know if we’re asking higher level questions?
#2 – If You’re Asking Authentic Questions – That’s Higher Level
How to Build Good Question Sets
Always follow knowledge questions with questions that require students to extend their thinking
Include at least one authentic question in each set of questions
Easy Extensions
What is the effect…?
Why is it effective…?
What can you infer…?
What makes you think that …?
Easy Authentic Questions
What is the author’s purpose?What (do you think) is the most significant point…?
How does that change your understanding…?How does that compare to what you know…?How does that contrast with what you know…?
Why does it matter…?Why did the author include it…?
Building A Question Set Example
1. What is the narrative point of view in this story?
2. Why was this an effective point of view to use?
3. How might the story have been different if the author had used a different point of view?
Differentiating Question Sets
Provide scaffolding questions that supply the facts for students who struggle with reading or depth of thinking
Eliminate knowledge questions for students who need a challenge
Struggling Reader/Thinker
1. Provide quotations that shows this story was written in 3rd Person Omniscient POV
2. What extra detail about a character do we get because the POV is 3rd Person Omniscient and how does that effect your opinion of that character?
3. How might the story have been different if the author hadn’t provided those extra details?
Strong Reader/Thinker
1. Write 3-4 sentences explaining why the narrative POV was an effective point of view to use.
2. Develop 3 examples of how the story would have been different if the author had used a different point of view.
Social Studies Example
1. Explain the four main underlying causes of World War I.
2. Which of the four main causes of WWI do you think is the most significant?
3. Why might it be more correct to call the assassination of Archduke Ferdinand a catalyst of WWI rather than a cause?
Three Questions to Keep in Mind:
How do you use questioning?
What is the effect of your questioning?
How might you change the way that you use questioning based on what you’ve learned from this conference?
Higher Level Questioning: Projects
1. Have an over-arching essential question that the students answer while completing the project
2. Make the project a conceptual project rather than an informative one
Essential Question: Medieval Castle Example (Stolen from Jason Johnston)
The Project: Build a replica of a medieval castle
The Question:How does the architecture of a time period reflect the challenges and priorities of the culture?
Informative Concept: Ivan Posters
Choose one of the following terms or ideas: Organic Imagery – Cold Motif – Time Symbol – Numbers on Clothing Theme – Systems of Oppression
Then, create an informative and insightful poster exploring that term or idea in One Day in the Life of Ivan Denisovich. Posters must not only be visually appealing, but also visually thought provoking, and include an analysis of the thematic implications of your term or idea, as well as multiple quotations.
What Makes this a H.O.T. Question?
“A-worthy” posters will also be heavy on visual concept and light on prose – in other words, think about how to make your point visually and symbolically instead of literally and in writing.
When You Push Students to Present a Concept in a Medium that isn’t Writing, It Changes the Question…
How can I say what I need to say in a way that is very different than I’m used to?
Why Do We Ask Questions?
To See What Students Know
To See What Students Understand
To See What Students Remember
To Extend Student Thinking on a Given Topic
To Encourage Synthesis of Information
To Help Students Make Connections between topics
Plan Your QuestionsBuild questions right into your Power Point
Include pictures that you can stop and ask questions about
Provide students with an authentic essential question to guide their note taking
CirceClick icon to add picture
Witch
Turned
men to pigs
Question:
Which hero’s
consort
called Circe
auntie?
Death of Achilles
Click icon to add pictureBy:
Peter Paul Rubens
Style:
Flemish Baroque
Era:
16th-17th Century
Baroque =
Ornate
Essential Question
How does the Greek convention of xenia factor in to the stories of the Trojan War and what can you infer about their ideals of civilization (and of war) because of its inclusion?
Three Questions to Keep in Mind:
How do you use questioning?
What is the effect of your questioning?
How might you change the way that you use questioning based on what you’ve learned from this conference?
Begin with Authentic Questions
This is a contrast with planned question sets
Benefit: Allows the students to set the direction of the conversation
Easy Authentic Questions
What is the author’s purpose?
What was the most significant __________?
How has your understanding changed because of new information?
Graded DiscussionFormat: Students sit in a circle They talk each other, organically – the less the teacher talks
the more successful the discussion Start each student with a passing grade
Rules: Points are deducted for impolite behavior You must connect what you’re saying to what the person
before you said To get an “A,” you must include at least one text-based piece
of evidence*
Easy Question ExtensionsWhat makes you think that?
How does your example prove your point?
Does anyone else agree/disagree?
Have you considered (alternate evidence that might disprove the claim)?
Why do you think it matters?
The Beauty of How and Why
Huge potential for higher level thinking with very easy questioning language
It’s not just why…
…but why do you think…
If you’ve already told them the answer, it’s no longer a thinking question – it’s just recall
“How?” Is Most Challenging When…
…used to determine how an argument develops
Examples:What is the author’s main point?How does the author develop that point?What evidence suggests that?How does your evidence prove your claim?
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