Explore the complexity of questioning

Merging a constructivist and behaviorist approach to the teaching and learning process. So … playing with Instructional Philosophy. Go to Chapter 12 in Beyond Monet.

Everything a teacher does can be classified into four areas …

Information provided

Activities assigned or selected

Questions asked

Responses to students efforts

Madeline Hunter

So what will we do?

First … look at history

Next, be involved in a lesson that involves these key ideas …

Next … explore your ideas

Then, compare them to what the research says

Last, look at some lessons

What do you know about questions and questioning?

What does history have to say about framing questions?

John Millar, 1897

Generally the best way of asking a question is to address the whole class.Each pupil should understand that be may be expected to reply. In stating the question no sign should be shown that would indicate who is to answer. The main thing is to secure that every student is held on the alert. Each question should be given to that student, who, with due regards to the interests of the class stands in most need of receiving it. This method has the great advantage of the teacher to apply a proper distribution of tests. P. 232 in the book: School Management and the Principles of Practice and Teaching.

Let’s find out what you know.

Playing with Instruction

Tinkering with Taba’s Inductive Thinking Strategy to explore our understanding of questioning.

What will be integrated in this lesson?

Johnsons’ 5 Basic Elements

Cooperative Learning Structures

Graphic Organizers

Bloom’s Taxonomy

Concept Formation(Taba’s strategy)

Johnsons 5 Basic Elements

Individual AccountabilityFace to Face InteractionCollaborative Skills

Social, Communication, and Critical Thinking skills

Processing the Collaborative and Academic TaskPositive Interdependence (9 types)

Cooperative learning structures

Numbered HeadsPlace MatRound RobinThink Pair ShareOne Stray Rest StayJigsaw(around 300 small group structures)

Graphic Organizers

Word Webs

Time Lines

Flow Charts

Venn Diagrams

Fish Bone Diagrams

Mind Maps

Concept Maps

Bloom’s Taxonomy

Knowledge/Recall

Comprehension/Understanding

Application

Analysis

Synthesis

Evaluation

Inductive Thinking

Hilda Taba’s

Concept Formation Strategy

Inductive Thinking

Drives or is the cognitive power behind graphic organizers such as Fish Bone Diagrams, Venn Diagrams Mind Mapping, Concept Mapping

One researched based instructional strategy that pushes inductive thinking is

… Taba’s Concept Formation strategy

Has three phases:

Phase I: Present the data to the Phase I: Present the data to the students or collect it from themstudents or collect it from themPhase II: Present a focus statement and have the students classify the data based on common attributesPhase III: Apply the concepts that Phase III: Apply the concepts that emerge; explore relationships emerge; explore relationships between them; make predictions etc.between them; make predictions etc.

Taba’s Concept Formation Taba’s Concept Formation strategy applied to questioningstrategy applied to questioning

Form groups of 3 or 4; letter off ABC(D)Form groups of 3 or 4; letter off ABC(D)Create a Place Mat (page 172-174)Create a Place Mat (page 172-174)Brainstorm all factors that impact Brainstorm all factors that impact questioning in the classroomquestioning in the classroomClassify those factors based on the role Classify those factors based on the role they play in questioningthey play in questioningRead about Fish Bone DiagramsRead about Fish Bone DiagramsCreate Fish Bone DiagramCreate Fish Bone DiagramOne Stray Rest StayOne Stray Rest StayMini Jigsaw with research (page 61)Mini Jigsaw with research (page 61)

FISHBONEFISHBONE

How to Draw / Construct a Fishbone….

Blue, please draw the fishbone and record all

the information.Each group, place the steps

in Chronological or Importance Order.

Each group shoulduse your placemat as a

reference…

You have 15 minutes

GO!

How to Fill it in…

MAIN TOPICMAIN TOPICOROR

QUESTIONQUESTION

Sub-CategoriesSub-Categories

DetailsDetails

Connecting Concept Formation to Effective Group Work

Individual AccountabilityPromoting Face to Face InteractionInserting an appropriate collaborative skillProcessing/Reflecting on the academic and the collaborative objectiveEmploy one or more of the nine types of positive interdependence (Goal is compulsory -- the rest optional)

Factors page:Complexity of ThinkingAcademic Engaged TimeUse of Wait TimeResponding to Student ResponsesKnowledge of ResultsShifting from Covert to OvertFear of FailurePublic vs Private FailureDistribution of ResponsesAccountability and Level of Concern

Instructional Intelligence summary ….

Concepts:Concepts: accountability, safety, meaning Skills:Skills: framing questions, wait time Tactics:Tactics: Place Mat, Numbered Heads, Round

Robin, Fish Bone, One Stray Rest Stay Strategies:Strategies: Concept Formation, Johnsons’ 5

Basic Elements Organizers:Organizers: Multiple Intelligence, Brain

Research, Gender (Women’s Ways of Knowing)

Framing Questions/Requests

• Share with you partner please. What are endorphins? Be prepared to share your thinking.

• Who can tell me who is the better friend -- the tree or the boy?

• No hands please, I’ll pick several of you to respond. What are two explanations as to why boomerangs return? (After a 10 second wait time, Marco was selected to respond.

Framing Questions/Requests…continued

• Yesterday we talked about the use of wait time in asking questions. Could person B in each group please share why we use it.

• Take 5 seconds and think of the difference between an instructional skill and an instructional strategy. One of you will be asked to share with your group.

• Hands up please … does anyone know how to solve this equation?

Framing Questions/Requests…continued

• No call outs please. After the question I will give you 20 seconds; then I will count to three, on ‘three’ put your thumb up if you agree; down if you disagree; and sideways if you are not sure. Is this equation balanced correctly?

• What could you predict would happen if we flew a paper airplane in the space shuttle, remembering that the shuttle has air pressure but no gravity?

Framing Questions/requests…Testers

• With your partner, think of what you have to remember in order to bump the volleyball effectively. Be prepared to share that information as your ticket out of the gym.

• Imagine you’re on a survival trek Imagine you’re on a survival trek and an unexpected snow storm and an unexpected snow storm occurs. Brainstorm in your group occurs. Brainstorm in your group how you might react to this how you might react to this situation.situation.

Let’s watch a few videosLet’s watch a few videos

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

What are all the factors to consider if you want TPS to work?

Odd or even number of studentsStudent no one wants to work withWill the boys sit with the girlsHolding them accountable to shareDo they have the communication skills of actively listening and paraphrasingGiving enough wait time to thinkControlling a taxonomy of thinkingResponding to students responsesFraming questions effectively

The Brain Instruction Interface

Brain needs to feel safe

Brain needs to experience talk for intellectual growth

Brain is a pattern seeker

Brain is about survival -- it attends to things that are meaningful, interesting, and authentic

Multiple Intelligences: Multiple Intelligences: Howard Gardner 2001Howard Gardner 2001

I have described human beings as those organisms who possess a basic set of seven, eight, or a dozen intelligences. Thanks to evolution, each of us is equipped with these intellectual potentials, which we can mobilize an connect according to our inclinations and our culture’s preferences. … Although we all receive these intelligences as part of out birthright, no two people have exactly the same intelligences in the same combination.

(pages 44 - 45)

Instruction …classified

Instructional concepts

Instructional concepts that are skills

Instructional concepts that are tactics

Instructional concepts that are strategies

Instructional concepts that are instructional organizers

De Bono’s Six Thinking Hats & Questioning

Red Hat:

Why does it make you feel that way?

I wonder why I feel sad?

How does it make me laugh?

Can you understand why he is hurt?

Is there another emotion I should be experiencing?

De Bono’s Six Thinking Hats & Questioning

Black Hat:

Are those reasons adequate?

Is that good evidence for believing that?

Is there reason to doubt that evidence?

What would convince you other wise?

Can you see why that won’t work?

Would you want to see a better way?

De Bono’s Six Thinking Hats & Questioning

Blue Hat:How could we go about finding out if that is true?What do you think the cause is?How does that relate to this discussion?What are your reasons for saying that?Is it possible you seem to be approaching it from this position?

De Bono’s Six Thinking Hats & Questioning

Green Hat:Green Hat:Can someone else give evidence to support that cause?What is another alternative?Can we identify other approaches?Could you explain that further?But if that happened, what else would happen?

De Bono’s Six Thinking Hats & Questioning

White Hat:White Hat:What is your main point?Could you give me an example?What research supports your idea?What difference did that make?How does that apply in this case?In what ways is this similar to the other situation?

De Bono’s Six Thinking Hats & Questioning

Yellow Hat (focus is on encouraging)Yellow Hat (focus is on encouraging)In what ways was that such a wise move?Why did that motivate him to continue?Could your actions be what caused him to make the right decision?So what are all the things you did that caused the group to function so effectively?

Taba’s Inductive Thinking Strategy

• Academic Task: apply Taba’s strategy• Collaborative Task: Equal Participation• Directions:

1. Groups of 3 - letter off A, B, C 2. Distribute a section of the paper 3. Tear out all articles related to change 4. Classify those articles (Round Table) 5. Find those free of conflict 6. Discuss the relationship between conflict and

change 7. Create a Concept Map on Change 8. One Stray Rest Stay