1 Facilitating Critical Thinking in Social Studies through Teacher Questioning Presented by Debra...

1

Facilitating Critical Thinking in Social Studies through

Teacher QuestioningPresented by

Debra Williams

Region 4 Education Service Center

2

Objectives Learn how to raise the bar for ALL learners

through effective questioning. Examine the relationship between the level

of teacher questions and the ability of students to analyze, interpret, and evaluate information.

Review the research on the role of teacher questions in teaching and learning.

Explore questioning strategies that not only lead to a greater understanding of the content, but that also impact students’ critical thinking skills.

4-5 Johnson, N. Active Questioning, 1995.

Questioning “The important thing is not to stop

questioning.” A. Einstein “Students should feel proud that they

have a question rather than pleased that they have the answer.” Janice Szabos

4

Questioning “Teachers who believe that their task is to

educate the Socrates within students can make the classroom a place for asking as well as answering questions. Problem-finding will have equal importance with problem-solving. Student questioning is the tool that opens the “window” for effective, meaningful learning.” Garnet Miller

6-7 Hunkins, Teaching Thinking Through Effective Questioning, 1995.

Assumptions Inquisitiveness and the ability to think

are essential for functioning in the present and fast-developing information society.

In the upcoming decades human intelligences, imagination, and intuition will be far more important than the machine.

6

Assumptions Educators should create within

educational arenas smart environments that enable students to work on their intelligence through reflecting on their mental capacities, their questions.

Thinking and effective inquiry are paramount skills.

7

Teacher Questioning Why do teachers ask questions?

8

Why Ask Questions? Assess student performance Maintain student engagement Lead students to learning moments? Keep the Teacher’s focus Enable the teacher to build on student

answers and provide immediate feedback

Cotton, K. Classroom Questioning. Northwest Regional Educational Laboratory, 2001. (Slides 9-14)

9

Research Says … On the average, during classroom

“recitation”, approximately 60 percent of the questions asked are lower cognitive questions, 20 percent are higher cognitive questions, and 20 percent are procedural.

Cotton, K. Classroom Questioning. Northwest Regional Educational Laboratory, 2001.

10

Research Says … Students whom teachers perceive as

slow or poor learners are asked fewer higher cognitive questions than students perceived as more capable learners.


11

“I am not who I think I am. I am not who you think I am.

I am who I think you think I am.”

Do not focus on perceived inadequacy, but instead focus on strengths and people will ascend.”


12

“Learn your strengths from what people say to you.”

“When praising others, be specific in the praise, be sincere in how the praise is delivered, and state it with a tone of high expectations.:


13

“I’ll try to give you what you expect from me …

Praise my strengths, expect it from me and watch me grow.”

Mike Kneale, October 2002


14

Research Says … Teaching students to draw inferences

and giving them practice in doing so result in higher cognitive responses and greater learning gains.

15

Research Says … For older students, increases in the

use of higher cognitive questions are positively related to increases in:– On-task behavior– Length of student responses– The number of relevant contributions

volunteered by students– The number of student-to-student

interactions

16

Research Says …– Student use of complete sentences– Speculative thinking on the part of

students– Relevant questions posed by students

17

Research Says … Wait Time

– The average wait-time teachers allow after posing a question is one second or less.

– Students whom teachers perceive as slow or poor learners are given less wait-time than those teachers view as more capable.

– Increase in wait-time over three seconds has a positive effect on the number of higher cognitive questions asked by teachers.

Hannel, G.I., and Hannel, L. (2005). Highly Effective Questioning: How and Why To Ask Questions in the K-16 Classroom.

18

Seven Principles Students do not have the right not to learn. Underachieving students are mostly

undertrained, not underbrained; they are dormant, not dead!

Questioning must be intensive not just occasional.

The attempt should be to follow a Question-Response-Question (Q-R-Q) pattern when questioning students.

19

Seven Principles Questioning must be kept positive

overall. Random guess-making or trial and

error behavior during questioning should be discouraged.

The goal is to reduce “I don’t know” responses and attitudes.

20

Asking Questions Self-Reflection Engaging Students Framing Questions Fat and Skinny Questions

Hannel and Hannel. Highly Effective Questioning

21

Phrasing Questions: Seven Steps

Step 1 – Label Step 2 – Compare, Contrast Step 3 – Sequence, Order, Classify,

Integrate, Pre-Summarize, Synthesize Step 4 - Decode, Interpret Step 5 - Encode,Answer Step 6 – Apply, Predict Step 7 – Resummarize, Conclude

22

Application Choose a social studies topic or

concept and develop questions for each step.

Remember: Sequence is Important! Share with the group.

23

Questioning and the Social Studies TEKS

How does one use the strands of the social studies TEKS to frame questions?

What questions do social scientists ask?

How do questions lead to better understanding?

24

TAKS and Questioning How can questioning be used to

enhance student performance as indicated on statewide assessments?

25

TAKS – Objective 1 Issues and Events The Big Questions: What are the important issues and

events? Why and how are these issues and

events important?

26

TAKS - Objective 2 Geographic Influences on Issues

and Events The Big Questions: What are geographic influences? How do geographic influences affect

issues and events?

27

TAKS – Objective 3 Social and Economic Influences on

Issues and Events The Big Questions: What are social and economic

influences? How do social and economic

influences affect issues and events?

28

TAKS – Objective 4 Political Influences on Issues and

Events The Big Questions: What are political influences? How do political influences affect

issues and events?

29

TAKS – Objective 5 Critical Thinking The Big Questions: What is critical thinking? How is critical thinking used to

analyze, interpret, and evaluate issues and events?

30

What is Critical Thinking?

Take a moment to record your definition. Share it with

someone.

31

Thinking is ...ConnectingArguingConvincing

GeneratingAnalyzingCapitulating

RelatingComposingRetracting

AssociatingSequencingSuggesting

SortingImaginingComparing

IntuitingPredictingContrasting

ProjectingQuestioningReconciling

SuspendingWonderingRejecting

HazardingModifyingIncluding

InventingExtendingAccommodating

ProvingHypothesizingRefining

ImprovingRehearsingTesting

ClarifyingReflectingJudging

DisruptingCooperatingSynchronizing

HarmonizingSpeculatingContradicting

AssimilatingEmpathizingCompromising

32

Bloom’s Taxonomy“Each of Bloom’s cognitive categories includes

a list of a variety of thinking skills and indicates the kind of behavior students are to perform as the objectives or goals of specific learning tasks.”

Knowledge: Define, recognize, recall, identify, label, understand, examine, show, collect.

33

Bloom’s Taxonomy Comprehension: Translate, interpret,

explain, describe, summarize, extrapolate.

Application: Apply, solve, experiment, show, predict.

Analysis: Connect, relate, differentiate, classify, arrange, check, group, distinguish

34

Bloom’s Taxonomy organize, categorize, detect, compare, infer Synthesis: Produce, propose, design, plan,

combine, formulate, compose, hypothesize, construct.

Evaluation: Appraise, judge, criticize, decide. Costa, Arthur. ed. “Thinking Skills: Meanings and Models”. Developing Minds: A

Resource Book for Teaching Thinking. Alexandria: ASCD, 1985.

35

Bloom’s Taxonomy

At what level do I assess my students?

32-36 Johnson, N. Active Questioning, 1995. 36

Low Level Thinking Questions

Who? What? Where? When? How? Why?

37

High Level Thinking Questions

What are all the ways? What if? How is ________ different from

_______? What is your point of view

about______? How come _______________? How do you feel about ________?

38

Active Questioning Formats

Question Journal Question Web Mindbranching Learning Log Using Questions A Grab of Questions WHAT IF? A Wheel of Questions Spinning Questions

39


The Answer IS … The Question Pinata Questioning Notebook or Journal A Question to Tickle Your Funny Bone Before and After Pictures! Pictures! Dear Kid Question

40


Question Board Question Calendar

41

Application Lesson: “Hurricanes From a Social

Studies Perspective”

42

Reflections How will I use questioning to enhance

the teaching of social studies?

1 Facilitating Critical Thinking in Social Studies through Teacher Questioning Presented by Debra...

Documents

Transcript of 1 Facilitating Critical Thinking in Social Studies through Teacher Questioning Presented by Debra...