Questioning for Quality Thinking

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Questioning for Quality Thinking

• April S. Dudley

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Is Questioning Important?

• The types of questions we ask affect the levels
  of our students thinking.

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Goals for Today

• Compare Blooms Taxonomy with the SAT9
  classifications.
• Examine sample questions at each level.
• Create questions for each level.
• Share effective questioning and responding
  techniques.

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SAT9 Comprehension Classifications

• Initial understanding
• Interpretation
• Critical analysis

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Blooms Taxonomy

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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Initial Understanding(Knowledge Comprehension)

• Literal comprehension
• Ability to understand directly stated details and
  relationships
• What the author said

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Examples of Initial Understanding

• Five ws
• How
• How much
• What does it mean
• Describe
• Define
• Match
• Classify

• Compare
• Which one
• Choose
• Omit
• Rephrase
• Summarize
• Graph
• Outline

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Sample Knowledge Questions

• Write the formula for _____.
• What countries did Napoleon conquer?
• Who wrote Ode to a Grecian Urn?
• State the rule for making these words plural.
• Give the definition of _____.

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Sample Comprehension Questions

• Give your own definition of perseverance.
• Give an example of a time when you persevered.
• Tell me in your own words what happened in the
  story.

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When we ask too many questions, they are usually
lower level questions.
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Interpretation(Application)

• Inferential comprehension
• Ability to discern ideas beyond the text
• Read between the lines
• What the author meant
• Connection of new information with prior
  knowledge and experiences

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Examples of Interpretation

• Predict what would happen if
• Infer character traits
• Infer the main idea
• Infer cause-effect
• Form analogies
• Make comparisons

• Explain
• Identify the results of
• Tell what would happen
• Tell how much change there would be

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Samples of Application Questions

• If you wished to keep a liquid that was very
  similar to water from freezing, what might you
  add to it?
• Locate the metaphors in the story.
• In what way is our class a democracy? A
  dictatorship?

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Critical Analysis(Analysis, Synthesis,
Evaluation)

• Analysis
• Take apart or look at something in depth
• Synthesis
• Combine elements into a pattern not clearly there
  before
• Evaluation
• Pass personal judgment according to some set of
  criteria and explain

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Don't skip the critical thinking questions in the
textbook!
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Examples of Critical Analysis

• Distinguish
• What assumptions
• What conclusions
• Fact-Opinion
• What relationships
• What extraneous statements
• Create

• Defend
• Compose
• Design
• Plan
• Propose an alternative
• What fallacies appear
• Criticize

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Samples of Analysis Questions

• List arguments which would support the position
  and/or defeat it.
• In what ways is Hamlet typical of Shakespeare and
  in what ways is the play unique?
• Which factors do you believe contributed most to
  Edisons genius?

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Samples of Synthesis Questions

• Design your own experiment to demonstrate _____.
• Create a hypothesis that would explain _____.
• Write a poem or essay expressing your feelings
  about _____.

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Examples of Evaluation Questions

• Which poet did you enjoy more? Why?
• What do you believe was the persons most
  significant contribution? Support your answer.
• Write three introductory paragraphs. Star the
  one you think is best. State your reasons.

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Be Prepared for the SAT9!

• Two-thirds of the SAT9s questions come from the
  highest levels.
• Use SAT9 terminology.
• Use SAT9 format.

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Presentation of Questions

• Verbally
• Plan for these.
• Ask throughout lesson.
• Written
• All levels of questions should be on handouts
  tests.
• Use SAT9 format.

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Strategies to Extend Student Thinking

• Call on students randomly
• Utilize think-pair-share
• Remember wait time I and II
• Ask follow-ups
• Withhold judgment
• Ask for summary
• Encourage student questioning

• Survey the class
• Allow for student calling
• Play the devils advocate
• Ask students to unpack their thinking
• Use think-hold-respond

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Ask Questions Appropriately

• Ask one question at a time.
• Respond with a second question to cue a better
  response.
• Avoid having a few students answer all the
  questions.

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Ask Questions About Different Types of Texts.

• Textual
• Text books
• Functional
• Encyclopedias
• Menus
• Schedules
• Maps
• Recipes
• Recreational
• Comic books
• Trade books

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Is Questioning Important?

• The types of questions we ask affect the levels
  of our students thinking.