Effective Questioning Mary-Anne Murphy. Objectives for the day Course Content: To determine why...
-
Upload
ashlyn-johns -
Category
Documents
-
view
234 -
download
0
Transcript of Effective Questioning Mary-Anne Murphy. Objectives for the day Course Content: To determine why...
Objectives for the dayCourse Content:• To determine why questioning is important• To link questioning with the New Curriculum• To determine the profiles of an effective question and
an effective questioner • To understand where questioning fits into an Inquiry
model• To understand the 3C’s of questioning• To share strategies that assist in question
development.• To start to plan for questioning within a unit of
learning we wish to use.
Format for the day:Session 1:
Determine why questioning is importantLink questioning with the New Curriculum
Session 2:Teachers and questioning
Session 3:Students as questioners
Session 4:Planning for questioning
Meet n Greet
Your mission...Using the following question starters, find out 7 things about a person at your table that you do not already know.
Who? What? When? Where? How? Why? Which?Now share that information with another person
at your table.
“ If we hope to see inventive thought infused with critical judgment,
questions and questioning must become a priority of schooling and
must gain recognition as a supremely important technology”.
Jamie McKenzie
Why do we Why do we ask questions?ask questions?
Beside each reason, indicate what Key Competency is being developed: TRUMP
Questioning and the Key Competencies
Managing Self: To make informed choices requires a range of skills amongst which questioning plays a major role.
Relating to Others: Questioning is a central component of "interacting effectively with a diverse range of people" and being "open to new learning"
Participating and Contributing: When we work "to make connections to others" and strive to "participate and contribute actively in new roles" questioning is going to be one of the major skills we will be utilising.
Thinking: De Bono states that 'questioning is the engine-house of thinking‘. Jamie McKenzie sees questioning as “an extremely important technology”.
Using Language, Symbols, and Texts: This competency covers the basics of communication including textual, graphical and mathematical literacies. Within it questioning again will play a major role as students make "meaning of the codes in which knowledge is expressed", "discover, express, and explore the relationships to be found in quantities, space, and data".
Active Listening/Reflective Questioning
“Effective questioning brings insight, which fuels curiosity, which cultivates wisdom”
Chip Bell
“If speaking is silver, then listening is gold”
Turkish Proverb
Reflective Exercise
1. Place your name in the centre of a piece of paper. Circle it.
2. In the next outer circle write your beliefs about learning.
3. Outside this circle write names of people who have influenced your ideas about learning.
Active ListeningActive listening is one of the most important of the coaching skills and is one of the first requirements of effective dialogue (Isaacs, 1999). To listen for even 3 or 4 minutes without interrupting and without sharing one’s own stories or giving advice is something that leaders often find difficult. Within the coaching relationship, active listening gives each leader, in turn, the freedom to articulate their practice, to justify why they are doing what they are doing, and to reflect on the impact they believe their actions will have.
Robertson, J. (2005) Coaching Leadership p. 110
Active ListeningTo be active listeners coaches
should:•Give the speaker full attention;
•Encourage that person to keep talking;
•Not break into conversation by sharing “war stories” or their own experience;
•Not give advice;
•Take careful note of what is said, writing if necessary;
•Not ask questions;
•Focus in particular on what is said about leadership (teaching/learning) process;
•Listen as well for what is not said and what is important to the speaker.
Three Level ThinkingReflective Questioning
Robertson, J. (2005)3 storey thinking
Costa, A.& Kallick, B. (2002)
Level 1: designed to clarify thinking about events, situations, actions and feelings
Level 1: fact collectors, data gathering cognitive operations.
Level 2: used to clarify purpose reasons and intended consequences
Level 2: processing-compare, reason, generalise, making sense and meaning of information
Level 3: move leaders into exploring the basis or outcomes of their actions.
Level 3: speculate, imagine, idealise, predict, elaborate and apply concepts in new and hypothetical situations
ReflectionFor this process to work well...
What do we need to knowWhat do we need to doWho do we need to be
“How do we walk on Hot Sand?”
Key points and actions on each aspect of the reading... (pairs)
1. Prepare key questions to ask
2. Ask fewer and better questions
3. Use appropriate language and content
4. Distribute questions around the class
5. Thinking time and pauses between questions
6. Use questions to make progressive cognitive demands
7. Prompt pupils, give clues
8. Use pupils’ responses, even incorrect ones
9. Encourage pupils to ask questions
10. Listen and acknowledge pupils’ responses positively
What does research say?
‘How do they walk on hot sand?’
Using questions to help pupils learn
(jigsaw to become experts and share information)
Questioning
What do you need to know and do to be an effective questioner?
(Model co-construction process using T chart)
“Once you have learned how to ask relevant and appropriate questions, you have learned how to learn and no one can keep you from learning whatever you want or need to know”.
Neil Postman
Teaching as a subversive activity
Teacher:Student Questioning
Teacher as Questioner
Student as Questioner
How might you like this to look? Discuss.
What are the attributes of an effective questioner?• Is aware of a need for information.
• Able to clarify what information is needed.
• Has a base set of vocabulary that is relevant to the
context or issue.
• Is able to ask a range of relevant questions.
• Takes that range of relevant questions to a range of
appropriate resources.
• Persists in their search for the answer/s.
• Edits their questions as necessary
http://ictnz.com/Questioningskills.htm
Questioning Rubric for creating and evaluating “Effective Questions”
Trevor Bond, 2008
Stage Question Type
7 Used multiple question words to create a probing question when interviewing an “expert”.
6 Used relevant synonyms to edit questions.
5 Used the seven servants and relevant key words and phrases to create questions. (Which, could, might, can, will)
4 Used the seven servants to write/ask open thick questions (who, when, what, where, how, which, why)
3 Asked a relevant yes/no/maybe question. Closed / Open, thin (is, can, does, could, may)
2 Any non-relevant question (does not contain contextual key words, or phrases)
1 Created statements, rather than questions
Without strong questioning skills, you are just a passenger on someone else’s bus tour. You may be on the highway, but someone is doing the
driving.Jamie Mc Kenzie
But how do we get our students there???
The 3 C’s of question creation with students…
1. Catch… their attention
2. Cluster… their own and new vocabulary
3. Construct… questions
• Brainstorm key words or phrases that arise during or after your viewing of the following video extract. Write each word on a separate stick-it.
Watch the video now…
• In groups of 3-4, negotiate Word Clusters.Write a title for each cluster on a stick-it.
Type of question Type of thinking Type of response Example
Closed Convergent Single answer or limited number of answers
Eg: Yes/No
(Factual answers)
How old are you?
What is 6 X 6?
How did you travel to school?
How high is Mt Cook?
Open Divergent Many possible answers. Not only one correct answer.
(Creative and Critical thinking)
How would the story be different if it was set in the future?
Skinny Simple response Little explanation required. Requires recall, knowledge, comprehension
What is the name our Prime Minister?
Fat Complex response Requires a degree of explanation and interpretation.
What would you do to conserve the wetlands?
Questioning types and examplesSource: L. Watchcorn & Gail Cochrane, NZNL service.
Creating rich questions
Share your questions with a group of 4.
Now sort your questions into “Open” and “Closed”.
Next sort your open questions into “Fat” or “Skinny” questions
What did you notice about your questions?
Turning a question into a Learning Intention…
Question: How might the one child rule affect the female population?
Learning Intention: To analyse the current impacts of the one-child rule on females, and evaluate how it might affect them in the future.
Now try this with one of your question/s
Blooms demonstration verbsKnowledge
Outcomes deal with the ability to recognize, recall and remember
Comprehension
Outcomes involve the ability to manipulate previously learned material.
Application
Outcomes deal with the ability to apply rules, principles, and concepts to new situations.
Analysis
Outcomes involve separating, revealing structure, causes and supporting or refuting positions.
Synthesis
Outcomes relate to creative thinking, production of original works, classifying or planning.
Evaluation
Outcomes ask students to make and support reasoned judgements.
Describe
Define
Discover
Identify
Label
List
Locate
Match
Name
Observe
Outline
Recall
Recognize
Reproduce
Select
State
Tell
Uncover
Clarify Translate
Conclude
Connect
Convert
Describe
Distinguish
Explain
Express
Generalize
Give examples
Illustrate
Interpret
Match
Paraphrase
Restate
Rewrite
Select
Show
Apply
Calculate
Code
Collect
Compute
Construct
Demonstrate
Discover
Manipulate
Model
Operate
Order
Organize
Relate
Report
Show
Categorize
Classify
Compare
Contrast
Deduce
Determine
Dissect
Distinguish
Divide
Isolate
Order
Reduce
Relate
Role Play
Separate
Simplify
Survey
Add to
Alter Vary
Compose
Create
Design
Dramatize
Estimate
Extend
Hypothesise
Infer
Invent
Predict
Reconstruct
Rename
Reorganise
Revise
Substitute
Translate
Assess
Conclude
Critique
Debate
Decide
Defend
Detect
Determine
Editorialize
Evaluate
Interpret
Judge
Justify
Recommend
solve
Figure 3: Classifying objectives with the revised taxonomy table
http://coe.sdsu.edu/eet/Articles/bloomrev/
Question typologyJamie McKenzie’s – questioning toolkit
Essential SubsidiaryElaborating TellingClarification PlanningHypothetical OrganisingStrategic Sifting & SortingProbing InventiveUnanswerable IrrelevantProvocative DivergentIrreverent
De Bono’s Thinking Hats
• The White Hat is cold, neutral, and objective. Take time to look at the facts and figures.
• The Red Hat represents anger (seeing red). Take time to listen to your emotions, your intuition. The Black Hat is gloomy and negative. Take time to look at why this will fail.
• The Yellow Hat is sunny and positive. Take time to be hopeful and optimistic.
• The Green Hat is grass, fertile and growing. Take time to be creative and cultivate new ideas.
• The Blue Hat is the colour of the sky, high above us all. Take time to look from a higher and wider perspective to see whether you are addressing the right issue.
Socratic Questioning
• Clarification
• Assumptions
• Reason & Evidence
• Viewpoints or Perspectives
• Implications & Consequences
• Questions about Questions