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What is a good
question?
When do weask questions?
Whoneedstobeagoodquestioner?
When are questioning skills important
outside of school? What does a goodquestion do?
What are we
looking forwhen children
answer
questions?
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They tend to be RECALL questions ratherthan questions requiring higher level thought.
From Studies done in classrooms
1 every 2/3 seconds
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Active
thinking
All ideas considered
No put
downsOne at a
timeBuild onideas of
others
Respectful
challenges of
ideas
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Feels LikeMy questions will be valued
I am comfortable to ask a question thatchallenges a point of view
My peers will respond courteously
when I ask a questionI respect different views
I am confident to ask left-of-field
questions
Sounds LikeStudents taking initiative for askingquestions
Different types of questions being
askedResponding positively to each
others questions.A range of responses being givento a question
Seeking clarification or more detailQuestions being sustained
Looks LikeListening attentively to questionsEngaging with each others
responsesTeachers and students asking
questionsConsideration given to responses
Think time being used
An ideas centred discussion rather
than a teacher or student centred
one.
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A questioning friendly
classroom is a place where:
Student responses toquestions are put down Teachers are seen as thequestion-askers and students
as the question-answerers Students recited a response toa question rather than discuss
it Students are concerned withexpressing their viewpoint
rather than responding towhat someone else has said.
Different responses to aquestion are encouraged Students build on each othersresponses Students are prepared tochallenge or contest aresponse Students take risks and offerdivergent ideas and opinions Students generate questionsfor discussions.
A questioning-friendly
classroom is not a place where:
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Classroom Discussion Structures Engage with teacher Aim to get to some
teacher-decided idea Teacher asks aquestion or evaluates
idea after everystudent comment Teachers helps directstudents to the
answers so they
make progress
Teacher Centred
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Classroom Discussion Structures Engage with each
other Aim is all studentscontribute Each comment isusually on a different
point so little progress Aim is to get anoutcome Some students try todominate or itbecomes a debate so
little progress
Student Centred
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Classroom Discussion Structures Students engage with
student ideas Students makeconnections &
distinctions, critically
evaluate, challenge
and build Teacher and studentsensure the inquiry is
rigorous, so they
make progress Better and worseanswers
Inquiry Community
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Look at the big questions - the
underlying concepts
Example One:What is a number? Are numbers created or discovered? Could numbers be different to how theyare now?
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Look at the big questions - the
underlying concepts
Example Two:What is fitness?What is health?Is fitness the same or different to health?
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Look at the big questions - the
underlying concepts
Example Three:What is knowledge?What does it mean to know something?Is all knowledge the same?
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Look at the important questions - the
questions we should strive to answer
and are central to our livesExample: FriendshipWhat does it mean to be a good friend?How shall I treat my friends?How can I be a better friend?
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Look at challenging questions - when we
know that children will not know the
answer or even how to find out the
answerExample: Petone ForeshoreWho should have the rights over the
foreshore in Petone?
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Single answer or limitednumber of answers
eg What is 6x6? How did youtravel to school?
ClosedConvergent
OpenDivergentSkinnySimple
Many possible answers and notonly one correct answereg How could the schoolassemblies be improved?
Little explanation requiredRequires recall, knowledge and
comprehensioneg What makes a healthy lunch?
Requires a degree ofexplanation and interpretation
How could you encouragechildren to eat healthier lunches?
FatComplex
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Training kids into thinking question
routines.
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Use questioning frameworks to help
extend types of questions
ImprovementWhat are the
weaknesses and how
can we improve it?Direct Action
How do we feel about...
and what are the
dangers?ExplanationWhat do we know and
what are the possible
explanations?Design
How can we make our
environment better?
CautionWhat are the possible
dangers?
EmotionsHow do we feel? What do
we know? What can we do
about it? What is the
conclusion?Assessment
What are the good
points and how can we
summarise them?Evaluation
How well did you do...
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Event Situation Choice Person Reason MeansPresent What is? Where/when is? Which is? Who is? Why is? How is?
Past What did? Where/when did?
Which did? Who did? Why did? How did?
Possibility What can? Where/when can? Which can? Who can? Why can? How can?
Probability Whatwould? Where/when would? Whichwould? Who would? Why would? How would?
Prediction What will? Where/when will? Which will? Who will? Why will? How will?
ImaginationWhat might? Where/when might? Whichmight? Who might? Why might? How might?
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What do I do next? How can I best approach this nextstep?, This next challenge? This
next frustration? What thinking tool is most apt tohelp me here? What have I done when I've beenhere before? What worked or didn'twork? What have others tried
before me? What type of question would helpme most with this task? How do I need to change myresearch plan?
Strategic Questions Elaborating Questions What does this mean? What might it mean if certain
conditions and
circumstances changed? How could I take this farther?What is the logical next step?What is missing? Whatneeds to be filled in? Reading between the lines,what does this REALLYmean? What are the implied orsuggested meanings?
http://fno.org/nov97/toolkit.html
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Ask less questions and make them challenging
Wait 3 seconds after askingquestion
Wait 3 seconds after questionanswered
Thinking Time
ModelEnforce
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Move from the teacher as a
questioner who sifts through answers
looking for the correct one
The teacher treating each response
by a child as an opportunity to
improve their thinking - being acoach for thinking!
Couldyoutellusalittlemoreaboutthatidea?
Howelsecou
ldwethin
kabout
this?
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Strategy Description ApplicationDemonstrate
listeningShow your students you are
interested in their response. Initial
response may be fragmented or
disjointed as students grapple toclarify their ideas.
Use non-verbal signals such
as facial expressions, a nod,
eye contact, sitting forwardSustain the
QuestionUse probes that encourage
clarification, extension or
elaboration of a response.
Encourage a range of responses
to the one question.
Does anyone have a different
opinion? Could you tell us a little
more about that idea? Can you
provide some evidence to
support your view?
Allow wait time
Learn to be comfortable with
the silences so that wait time
is extended. Tell students why
you are waiting.Use affirmative non-verbal
signals that show engagement
and provide encouragement.Minimise
feedback
Affirm student responses but
avoid excessive praise which
may silence alternative
responses.
Thats an interesting point of
view. Yes, thats one way. Can
anyone add to that? Thank
you for that idea.
Vacate the floorRedirect student responses or
comments. Breaking the sequence
makes students aware that talk
doesnt always have to be directed
through the teacher and
encourages student dialogue.
Would anyone like to respond
to that idea? What can you
add to that response? How
consistent is that response
with what you think?
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It is better to know some of thequestions than all of the answers.
James Thurber (1894 - 1961)
Judge of a man by his questionsrather than by his answers.
Voltaire (1694 - 1778)