Q.U.I.L.T.

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Q.U.I.L.T.
All students are gifted some just open their
packages earlier than others. Michael Carr
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Q.U.I.L.T.
Every day thinking, like ordinary walking, is a
natural performance we all pick up. But good
thinking, like running the 100-yard dash, is a
technical performance...
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Q.U.I.L.T.
Sprinters have to be taught how to run the
100-yard dash good thinking is the result of
good teaching, which includes much practice.
David Perkins, Howard University
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Q.U.I.L.T.Brain Research
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Q.U.I.L.T.Brain Research
The challenge of brain research
is grasping the vastness, complexity,
and power of the human brain
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Q.U.I.L.T.Brain Research
Concepts
The brain is a parallel processor
Learning engages the entire physiology
The search for meaning is innate
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Q.U.I.L.T.Brain Research

• Meaning occurs through patterning

Every brain simultaneously perceives creates
parts and whole
Each brain is unique
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Q.U.I.L.T.The Value of Questioning
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Q.U.I.L.T.The Value of Questioning

• Good questions lead students to inquiry and
  high levels of thinking.

All learning begins with questions. Kenneth
Chuska (1995, p.7)
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Q.U.I.L.T.The Value of Questioning
The skillful questioner causes students to do the
following
- Focus their attention on the issue(s) at hand -
Integrate new ideas with prior knowledge -
Examine their values and beliefs - Apply
knowledge to life situations - Pursue areas of
inquiry - Explore ideas at various levels of
thinking
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Q.U.I.L.T.The Value of Questioning

• - Form habits of thinking
• - Verify and justify their positions
• - Transfer knowledge to other areas
• - Reflect on what they are learning

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Q.U.I.L.T.The Value of Questioning
Asking thought-provoking questions
Anyone can ask questions, but posing questions
that promote learning and thinking takes TIME,
THOUGHT, EFFORT, and PRACTICE. Poor questions
simply use valuable class time without benefiting
anyone.
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The Griney Grollers Thinking Skills Test
The griney grollers grangled in the granchy gak.
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The Griney Grollers Thinking Skills Test
1. What kind of grollers were they?
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The Griney Grollers Thinking Skills Test
2. What did the grollers do?
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The Griney Grollers Thinking Skills Test
3. Where did they do it?
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The Griney Grollers Thinking Skills Test
4. In what kind of gak did they grangle?
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The Griney Grollers Thinking Skills Test
5. Place one line under the subject and two
lines under the verb.
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The Griney Grollers Thinking Skills Test
6. In one sentence, explain why-the grollers
were grangling in the granchy gak. Be prepared
to justify your answer with facts.
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The Griney Grollers Thinking Skills Test
7. If you had to grangle in a granchy gak, what
one item would you choose to have with you and
why?
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The Griney Grollers Thinking Skills Test
Moral
Students can answer low-level questions without
thinking.
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Q.U.I.L.T.
Students enter/exit classrooms with no more
understanding of what theyve learned than The
Grindy Groller taught you!
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Q.U.I.L.T.Wait Time
What Is the Value of Wait Time?
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Q.U.I.L.T.Wait Time
Wait Time refers to that period of teacher
silence that follows the posing of a question
(Wait Time I) as well as that following an
initial student response (Wait Time II).
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Q.U.I.L.T.Wait Time
Extensive research has consistently demonstrated
that the quality of student verbal responses
improves when teachers regularly employ the Wait
Time technique.
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Q.U.I.L.T.Wait Time
Rowe (1974) analyzed over 300 classroom tape
recordings of classroom teachers and discovered a
mean Wait Time I of one second and a mean Wait
Time II of .9 seconds.
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Q.U.I.L.T.Wait Time
When the average wait for both types was extended
beyond three seconds, a variety of significant
improvements were observed. A synthesis of
studies of Wait Time by Tobin and Capie (1980)
confirms the following benefits of Wait Time use
by teachers
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Q.U.I.L.T.Wait Time
1. The length of student responses increased.
2. More frequent, unsolicited contributions
(relevant to the discussion) were made.
3. An increase in the logical consistency of
students explanations occurred.
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Q.U.I.L.T.Wait Time
4. Students voluntarily increased the use of
evidence to support inferences.
5. The incidence of speculative response
increased.
6. The number of questions asked by students
increased.
7. Greater participation by all learners
occurred.
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Q.U.I.L.T.Wait Time
I. Wait Time
Before Calling on Student A. Gives the teacher
time to count those students who have been
answering questions and those who have not. B.
Gives the teacher time to assess which students
might answer the question correctly.
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Q.U.I.L.T.Wait Time
II. Wait Time I
After Calling on Student A. Gives student
time to frame an answer.
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Q.U.I.L.T.Wait Time
III. Wait Time II
After Student Answer
1. Gives the student time to elaborate on or
complete an answer.
2. Gives the teacher time to think about whether
the answer was correct, incorrect, partially
correct or evasive.
3. Provides time for the teacher to frame a
response.