Table of Contents

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Table of Contents

• What is inquiry?.....1
• Blooms Taxonomy...2
• Questions to Engage Students Thinking Skills3
• Using the Questions Tic Tac Toe.5
• Tic Tac Toe Template....6
• Using Question Cards Strategy Summaries......7
  
• Everyone Read To..8
• Fan-N-Pick-Story...9
• Cubing-Story....10
• Cubing Template..11
• Rally Coach..12
• Rally Coach Template..13
• Short Takes
• Alphabet Summary...14
• Ticket to Leave.15
• Numbered Heads Together
• Historical Characters Question Cards..16
• Journal Template..18
• Question Starters Template..19

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What is inquiry?

• Inquiry is an approach to learning that involves
  a process of exploring the natural or material
  world, that leads to asking questions and making
  discoveries in the search for new understandings.
• As teachers, we need to
• 1. Ask good questions
• 2. Teach students how
  to ask good
  questions.

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Blooms Taxonomy
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Questions to Engage Thinking Skills

• Analyzing
• How could you break down?
• What components?
• What qualities/characteristics?
• Applying
• How is____and example of?
• What practical applications?
• What examples?
• How could you use?
• How does this apply to?
• In your life, how would you apply?
• Assessing
• By what criteria would you assess?
• What grade would you give?
• How could you improve?
• Augmenting/Elaborating
• What ideas might you add to?
• What more can you say about?
• Categorizing/Classifying/Organizing

Defining How would you define? In your own
words, what is? Describing/Summarizing How could
you describe/summarize ? If you were a reporter,
how would you describe? Determining Cause
Effect What is the cause of? How does ___effect
___? What impact might? Drawing
Conclusions/Inferring Consequences What
conclusions can you draw from? What would happen
if? What would have happened if? If you changed
___, what might happen? Eliminating What part of
___ might you eliminate? How could you get rid
of? Evaluating What is your opinion about? Do
you prefer? Would you rather? What is your
favorite? Do you agree or disagree? What are
the positive and negative aspects of? What are
the advantages/disadvantages of? If you were a
judge? On a scale of 1-10, how would you
rate? What is the most important? Is it better
or worse? Explaining How can you explain? What
factors might explain?
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Questions to Engage Thinking Skills

• Experimenting
• How could you test...?
• What experiment could you do to?
• Generalizing
• What general rule can?
• What principle could you apply?
• What can you say about all?
• Interpreting
• Why is ___ important?
• What is the significance of?
• What role?
• What is the moral of?
• Inventing
• What could you invent to?
• What machine could?
• Investigating
• How could you find out more about?
• If you wanted to know about?
• Making Analogies

Prioritizing What is more important? How might
you prioritize? Problem-Solving How would you
approach the problem? What are some possible
solutions to? Reducing/Simplifying In a word,
how would you describe? How can you
simplify? Reflecting/Metacognition What would
you think if? How can you describe what you were
thinking when? Relating How is ___ related to
___? What is the relationship between? How does
___ depend on ___? Reversing/Inversing What is
the opposite of? Role-Taking/Empathizing If you
were (someone/something else)? How would you
feel if? Sequencing How could you put in
order? What steps are involved in?
Substituting What could have been used instead
of? What else could you use for? What might you
substitute for? What is another way?
Symbolizing How could you draw? What symbol
best represents? Synthesizing How could you
combine?
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Tic Tac Toe

• Use your higher-order thinking questions in a
  game-like format. Students choose (or write)
  questions to answer in an effort to complete a
  vertical or diagonal row, thereby answering a
  question at each of the different levels of
  thinking.

Application Analysis
Synthesis
Evaluation
Compare the main character of this story with
another youve read.
Infer from the story what you might see in the
main characters bedroom. Create a collage that
shows what you might find.
Story Example
Illustrate the turning point of the story.
Pretend that the story you just read is made into
a movie. Write a summary of the movies sequel.
How would the story be different if the main
character was a boy instead of a girl (or vice
versa).
Rewrite the ending so that it changes the meaning
of the story.
Grade the author on his/her use of interesting
words phrases. Give examples explain your
grade.
Judge the quality of the story based on at least
3 criteria that you think is important in the
story.
Rank the characters in the story based on their
character traits. Explain your ranking system.
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Tic Tac Toe
I __________________ will complete questions
_____, _____, and _____. Signed
__________________________ _____________________
_____ Student Teacher
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Using Question Cards

• Everyone Read To(pre-reading question-starters)
• -Individually or in partners, students ask two or
  more questions that they want to answer by
  reading the text. Students read the text,
  looking for clues to answer their questions.
• Fan-N-Pick
• Student One fans cards
• Student Two picks a card reads it aloud to the
  team.
• Student Three gives answer after 5 seconds of
  think time.
• After another 5 seconds of think time, student
  Four paraphrases,
  praises, or adds to the answer given.
• Student rotate roles.
• Cubing
• Players take turn rolling the cube.
• The player who rolls the cube begins by
  discussing the thinking question (TQ) that is
  face up.
• While the TQ is discussed by all members of the
  group, the person who rolled the dice acts as the
  facilitator summarizes the conversation before
  the next player rolls the cube.
• Numbered Heads Together
• Students number off in their team.
• Teacher poses a question.
• Students discuss the question.
• Teacher calls a student number a team number.
• The student shares what his or her team
  discussed.

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Everyone Read To Read to find out We found
out Read to find out We found out Read
to figure out We figured out...
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Wilfrid Gordon McDonald PartridgeFan-N-Pick
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Story Cube
1. What personal connections do you make with
this story?
3. What connections can you make between this
book other books you have read?
4. What questions did you have before you read
the story? Were they answered when you read the
story?
2. What connections does the author of the book
make with the world?
5. Tell 5 big, fat, interesting words you find as
you read this story. Why did you choose them?
6. Find 5 words from this story that would be
good to act out. Explain why.
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Cubing Template
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Rally Coach
Name__________________ Date_____________
Name__________________ Date_____________
Write an equation for each question and solve it.
Write an equation for each question and solve it.
A grandfather had 3 grandchildren. He bought each
grandchild a pair of mittens. How many mittens
did he buy?
There were five children sledding on the hill.
How many legs did the children have all total?
?
Molly waited for her son at the bus stop. She saw
eighteen eyes on the bus. How many people were on
the bus?
There were 24 cookies in the container. The three
Johnson children each wanted some. What is the
most amount of cookies each child could have if
they split them evenly?
?
A girl saw 10 snowmen on her way home from
school. Two had red hats, the others had green
hats. How many snowmen had green hats?
Lauren had fifteen dolls. Her mother told her she
could only keep ten dolls because they were
taking up too much space. How many dolls did
Lauren get rid of?
?
Write your own story problem here and solve it.
Write your own story problem here and solve it.
?
Write your own story problem here and solve it.
Write your own story problem here and solve it.
?
?
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Rally Coach
Name__________________ Date_____________
Name__________________ Date_____________
?
?
?
?
?
?
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ABC Summaryfor __________________

• A_________________________________________________
  _____
• B_________________________________________________
  _____
• C_________________________________________________
  _____
• D_________________________________________________
  _____
• E_________________________________________________
  _____
• F_________________________________________________
  _____
• G_________________________________________________
  _____
• H_________________________________________________
  _____
• I_________________________________________________
  _____
• J_________________________________________________
  _____
• K_________________________________________________
  _____ L___________________________________________
  ___________ M_____________________________________
  ________________N________________________________
  ______________________ O_________________________
  _____________________________ P__________________
  ____________________________________
  Q________________________________________________
  ______ R_________________________________________
  _____________ S__________________________________
  ____________________ T___________________________
  ___________________________ U____________________
  __________________________________
  V________________________________________________
  ______ W__________________________________________
  ___________X_____________________________________
  _________________ Y______________________________
  ________________________ Z ______________________
  _______________________________

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Ticket to Leave Template
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Historical CharacterQuestion Cards
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Historical CharacterQuestion Cards
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Historical CharacterJournal Writing Question
Write your response to the question below. Be
ready to share your response. Question_________
_________________________________ ________________
_____________________________ ____________________
_________________________ ______________________
______________________________________ ___________
_________________________________________________
_________________________________________________
___________ ______________________________________
______________________ ___________________________
_________________________________ ________________
____________________________________________ _____
__________________________________________________
_____ ____________________________________________
________________ _________________________________
___________________________ ______________________
______________________________________ ___________
_________________________________________________
__________________________________________________
__________ _______________________________________
______________ ___________________________________
_________________ ________________________________
___________________
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Historical CharacterQuestion Starters
Use the question starters below to create
complete questions. Send your questions to a
partner or to another team to answer.
1. At what point _______________________________ _
____________________________________________ 2.
What characteristics __________________________ __
___________________________________________ 3. If
you were this character ______________________ ___
__________________________________________ 4.
What is another way __________________________ ___
__________________________________________ 5.
What influence ______________________________ ____
_________________________________________ 6. How
could you summarize ____________________ _________
____________________________________
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Strategies to Extend Student Thinking

• Call on students randomly (not just those who
  raise their hands.)
• Remember wait time (ten to twenty seconds
  following a higher level question.)
• Ask follow-ups (Why? Do you agree? Can you
  elaborate? Can you give an example?)
• Withhold judgment by responding to student
  answers in a non-evaluative fashion (Thank you.
  Thanks for sharing.)
• Ask for summary to promote active listening
  (Could you please summarize Mikes point?)
• Survey the class (How many people agree with the
  authors point of view?)
• Allow for student calling (Ashley, will you
  please call on someone else to respond?)
• Play devils advocate (require students to defend
  their reasoning against different points of
  view.)
• Ask students to unpack their thinking and
  describe how they arrived at an answer
  (Think-aloud.)
• Student questioning (let students develop their
  own questions.)
• Cue student responses (There is not a single
  correct answer for this question, I want you to
  consider alternatives.)

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References

• Bloom, Benjamin. Taxonomy of educational
  objectives The classification of educational
  goals Handbook I, cognitive domain. New York
  Toronto Longmans, Green. 1956.
• Kagan, Spencer. Cooperative Learning. San
  Clemente, CA Kagan Publishing. 1994.
• Kagan, Spencer. Thinking Questions for Primary
  Literature. San Clemente, CA Kagan Publishing.
  1994.
• Kagan, Spencer. Thinking Questions for Social
  Studies. San Clemente, CA Kagan Publishing.
  1994.
• Taylor, T. Roger. Strategies to Extend Student
  Thinking. www.dist102.k12.il.us/resources/staffres
  ources/ igapisat/think.htm

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