To question well is to teach well. In the skillful use of questions, more than anything else, lies t

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To question well is to teach well. In the
skillful use of questions, more than anything
else, lies the fine art of teaching. --
Ernst Sachs
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OBJECTIVE Given today's presentation and
activities, new Amherst Teachers will be able to
consistently produce/apply a variety of
questioning techniques from multiple domains to
enhance learning for their students.
OK, greatWHY??????
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• Two Key Ideas
• Good questioning is planned
• Good questioning drives the elements of
• 
  instruction, especially your input.

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What is the most common technique or strategy
used in teaching??????
LECTURE
What do teachers implement as a research based
and proven effective tool 35 to 50 of the time
in their classroom ????
Yes, .Questioning, thank you!!!!!
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What can questioning do for you professional
practice??

• Develop interest and motivate students to
  become actively involved in lessons.

• Activate and assess prior knowledge

• Develop critical thinking skills and inquiring
  attitudes

• Review and summarize previous lessons

• Nurture insights and discovery by exposing
  relationships between concepts

• Assess achievement of instructional goals and
  objectives

• To stimulate students to pursue knowledge on
  their own

• Promotes a students mental engagement
  Engagement learning

• Good quality instructions is many times
  question driven from beginning to end

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Creating a Culture of Questioning and
Dialogue Students ground rules Listen
carefully Speak clearly, one person at a
time Participate openly Avoid any side
conversations Give respect and suspend judgment
until anothers idea has been developed Value
others opinions and respectfully challenge and/or
probe ideas Teacher Tips Ask open ended
questions Teacher often leads, listening closely
and following up with questions Ask students to
clarify responses or concepts Allow for silent
pauses, encourage thought before answering Take
notes or assign note taking Provide closure by
debriefing, summarizing, and/or when appropriate,
require a written response via an assignment or
homework.
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Questioning and Dialogue
Using Bloom to promote critical thinking and
climb the cognitive ladder with
questioning. Knowledge 
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Comprehension

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Application
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Analysis

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Synthesis
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Evaluation
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Socratic questioning   Socrates was one of
historys greatest educators who taught by asking
questions and thus drawing out answers from his
pupils. His pupils included Plato and Aristotle.
The overall purpose of Socratic questioning is to
challenge the accuracy and completeness of ones
thinking in a way that acts to move people
towards their ultimate goal, critical thought and
learning. Here are the six types of questions
that Socrates asked his pupils.
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Conceptual clarification questions Asking
questions to bring forth clarity compels students
to think more about what exactly they are asking
or discussing. Basically this line of
questioning is tell me more type of questions
that lends to deeper cognitive thought. Why
are you saying that? What exactly does this
mean? How does this relate to what we have been
talking about? What is the nature of ...? What
do we already know about this? Can you give me
an example? Are you saying ... or ... ? Can you
rephrase that, please?
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Probing assumptions Probing of assumptions
compels students to think about the
presuppositions and unquestioned beliefs on which
they are founding their argument. This technique
challenges student assumptions and promotes
empathetic reasoning. What else could we
assume? You seem to be assuming ... ? How did
you choose those assumptions? Please explain
why/how ... ? How can you verify or disprove
that assumption? What would happen if ... ? Do
you agree or disagree with ... ?
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Probing rationale, reasons and evidence All
thought is based upon a rationale for an
argument. This technique probes into that
reasoning rather than assuming that it is a
given. Students often use flawed thought, bias,
or weakly understood supports for their
arguments. Why is that happening? How do you
know this? Show me ... ? Can you give me an
example of that? What do you think causes ... ?
What is the nature of this? Are these reasons
good enough? Would it stand up in court? How
might it be refuted? How can I be sure of what
you are saying? Why is ... happening? Why?
(keep asking it -- you'll never get past a few
times) What evidence is there to support what
you are saying? On what authority are you basing
your argument?
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Questioning viewpoints and perspectives Most
arguments are given from a particular position of
experience and personal perspective. Probe and
explore the position. This line of questioning
may demonstrate that there are other, equally
valid, viewpoints to be considered. Another way
of looking at this is ..., does this seem
reasonable? What alternative ways of looking at
this are there? Why it is ... necessary? Who
benefits from this? What is the difference
between... and...? Why is it better than ...?
What are the strengths and weaknesses of...?
How are ... and ... similar? What would ... say
about it? What if you compared ... and ... ?
How could you look another way at this?
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Probe implications and consequences The
argument that students offer may have logical
implications that can be forecasted. Do these
make sense? Are they desirable? Then what would
happen? What are the consequences of that
assumption? How could ... be used to ... ? What
are the implications of ... ? How does ...
affect ... ? How does ... fit with what we
learned before? Why is ... important? What is
the best ... ? Why?
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Questions about the question Reflective thinking
regarding a question can stimulate critical
thought or metacognition --thinking about
thinking. Turning a question upon itself can be
a powerful tool which shapes rich
discussion. What was the point of asking that
question? Why do you think I asked this
question? What does that mean? What does this
question assume? Is this the same as? What facts
do we need to answer this?