Students’ Questioning in the Secondary Classroom English 384/584 July 26, 2010.
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Transcript of Students’ Questioning in the Secondary Classroom English 384/584 July 26, 2010.
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Students’ Questioning in the Secondary Classroom
English 384/584
July 26, 2010
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Introduction the Group Members
Sae Thao
Secondary Education Major
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Introduction the Group Members
Mike Slowinski
High School English teacher
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Introduction the Group Members
Dorothy Seehausen
Composition teacher
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Introduction the Group Members
Kathy Records
Elementary Education Major
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Questions
Teachers: What are the quality of questions your students have asked?
Students: What types of question have you heard in class?
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Presentation Preview
A. What’s happening in the classroom (Mike)
B. Explain the questions sociologuistically (Dorothy)
C. Application and Strategies(Kathy)
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Student Questions
What’s happening in the classroom?
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Student Passivity
Students Not Asking Questions
Electronic Vs. Face-to-Face
Thomas Good’s Passivity Model
Procedural Questions Instead of Conceptual
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Student Passivity - Classroom Factors
Teacher domination Peer pressure Types of activities Self-confidence Unsure how to ask
good questions
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Wardhaugh’s Speech Acts
The functional approach of sentences.
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Who…
Ronald Wardhaugh, professor emeritus University of Toronto
“Talk and Action” An Introduction to Sociolinguistics (2006)
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What…
According to Wardhaugh… Conversations not only
make statements, they perform
actions in the world Establish friendships Achieve cooperation Create a foundation for future interactions
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An example…
Constative utterances: “I had a busy day today.” Connected with events or happenings.
Ethical propositions: “Thou shalt not kill.”
Serve as guidelines to behavior in some world or another.
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For our purpose…
The Performative utterance: For example: “I do.”
Not only saying but doing something
if certain real-world conditions are met.
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J. L Austin’s Five categories…
Performatives Verdictives
Giving a verdict, estimate, grade, or appraisal “Guilty as charged.” “You got an A on your test.”
Exercitives Exercising of powers, rights, or influences
“I pronounce you husband and wife.” “Congratulations! You have just graduated from college.”
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Austin’s Five categories…
CommissivesPromising or undertaking,
announcing an intention “I hereby bequeath” “I intent to teach the best way I know how.”
BehabitivesApologizing, congratulating, blessing, cursing, or
challenging “I apologize” “I challenge you to learn.”
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Austin’s Five categories…
ExpositivesRefers to how one fits an utterance into an argument
or exposition “I argue, I reply, I assume…” “I argue in favor of
my learning outcomes.”
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And so…
A speech act… In some way changes the conditions that exist in the
world. For example:
“I sentence you to five years in jail.” “I sentence you to two hours of detention.” “Hello. How are you?” (friendly) “You jerk!” (not so friendly)
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True/False
A speech act is neither true
nor false in itself.
However, these claims
may be made about its
having been done.
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Sociolinguist Dell Hymes
Hymes' components of a speech event: Setting- scene situation Participants- Speaker, Receiver, other Ends- outcomes and goals Act sequences- form and content Key- manner Instrumentalities- Channel, code Norms- of behavior
and interpretation Genre- style, e.g. lecture, chat
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Wardhaugh says…
“Once we begin to look at utterances from the point of view of what they do, it is possible to see every utterance as a speech act of one kind or other, that is, as having some functional value which might be quite independent of the actual words used and their grammatical arrangement.”
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Laver and Trudgill…
“Being a listener to speech is not unlike being a detective. The listener…has to construct, from an assortment of clues, the affective state of the speaker and a profile of his identity.”
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Communication Model
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A final word
“All the world is a stage, and
we are the players!” Wardhaugh
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Application
The Critical Thinker
“If good thinkers are good questioners then are good questioners good thinkers?” (King, 13)
Inspiring Student Inquiry
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The Critical Thinker
What is Critical Thinking?
"Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action” (Scriven)
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The Critical Thinker
Introduction
Skeptical but open-minded Looks at different points of view
Values fair-mindedness Respects evidence & reasoning
Respects clarity & precision Will change positions when reasoning
leads them to
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How to Build Your Own Critical Thinker
Teaching How to Ask Questions Question Stems (refer to handout) Semantics & Syntax
Strategies Reciprocal Peer Questioning Reader’s Questions Conference-Style Learning
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Inspiring Student Inquiry
Cooperative LearningHigher achievement & greater productivity
More caring, supportive & committed relationships
Greater psychological health, social competence & self-esteem
(Kagan)
Examples…
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Work Cited
Ciardiello, Angelo. “Did You Ask a Good Question Today? Alternative Cognitive and Metacognitive Strategies.” Journal of
Adolescent and Adult Literacy. 42.3 (Nov. 1998): 210-220. EBSCOhost. Polk Library, UW-Oshkosh, Oshkosh, WI. 23
July 2010.
Good, Thomas, Ricky Slavings, Kathleen Hobson Harel, and Hugh Emerson. “Student Passivity: A Study of Question Asking
in K-12 Classrooms.” Sociology of Education. 60 (July 1987): 181-199. EBSCOhost. Polk Library, UW-Oshkosh,
Oshkosh, WI. 23 July 2010.
< http://www.harding.edu/dlee/bloom.pdf> (21 July 2010).
Hymes, Dell. Foundations of Sociolinguistics: An Ethnographic Approach. Philadelphia: U of Pennsylvania P, 1974
Kagan, Spencer. Cooperative Learning. San Clemente: Kagan Publishing, 1994.
King, Allison. “Designing the Instructional Process to Enhance Critical Thinking Across the Curriculum.” Teaching of
Psychology 22 (1995): 13-17.
Scriven, Michael and Richard Paul. “Defining Critical Thinking: A Draft Statement for the National Council for Excellence in
Critical Thinking.” (1996) Available <http://www.criticalthinking.org/University/univlibrary/library.nclk > (21 July
2010).
Underwood, Marion K. and Rebecca L. Wald. “Conference-Style Learning: A Method for Fostering Critical Thinking with
Heart.” Teaching of Psychology 22 (1995): 17-21.
Wardhaugh, R. (2008) An Introduction to Sociolinguistics, 5th Edition, Blackwell Publishing, MA