EDUC 4454

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EDUC 4454 Class 9P/J Methods
Asking Questions
Bell Work

• Using one of your lesson plans and a review of
  the next 2
• slides, examine any of the scripted key questions
  in the
• instruction, consolidation or application stages
  and categorize
• them using Blooms Taxonomy. Try to add 2 more
  questions
• from any 1 of the 3 higher order thinking areas
  -analysis,
• synthesis, evaluation .

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Review Blooms Taxonomy
Select the Cognitive Level

• Blooms Taxonomy of Cognitive Expectations
  Questions for Quality Thinking

Judging the value, materials and methods
Applying standards and criteria
Putting together parts to form a whole
Breaking it down into elements
Using in new situations
Understanding the material itself
Recall of specifics
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Original Terms New Terms

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

• Creating
• Evaluating
• Analysing
• Applying
• Understanding
• Remembering

Review Blooms Revised Taxonomy
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The Question MatrixQ Matrix

• P/J Methods
• EDUC 4454

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Q Matrix

• a user-friendly adaptation of Blooms Taxonomy
• allows you to construct questions based on the
  word pairs within a matrix
• arranged in a hierarchy that considers Blooms
  Taxonomy

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Q Matrix

• To use Q-Matrix
• 1. Identify the level of thinking you wish your
  question to elicit and select word pairs to match
  your instructional focus
• knowledge word pairs upper left portion of
  matrix
• evaluation word pairs lower right
• As you move in any direction from the What is?
  you are moving toward questions which require
  more in-depth thinking

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Q Matrix

• 2. Choose any word pair
• use this word pair as the first two words in
  your question followed by the appropriate
  content.
• Example Which might?
• Which might be the best way to
  solve this problem?
• -Or embedded words i.e., Of all the solutions
  weve discussed, which do you do feel might
  provide the best solution to this problem?

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Q Matrix

• 3. The horizontal items represent the subject of
  the question (event, situation, choice, person,
  reason, means)
• 4. The vertical items represent the process
  (present, past, possibility, probability,
  prediction, imagination)

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Q Matrix

• Quadrants
• A Asks for facts
• B Asks for comparisons, explanations,
  examples
• C Asks for predictions and possibilities
• D Asks for speculations, probabilities and
  evaluation

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Q Matrix

•  - In groups of 3-4 appoint 1 person to choose
  read a book 
• - Each member to choose 4 question prompts from
  question box and create 4 questions for book
  based on prompts
•  
• Pose each question to group determine level of
  question based on Blooms Taxonomy( i.e.
  knowledge, comprehension, application ETC.)
•  - Each member to determine 1 application using
  the Blooms Taxonomy Wheel Matching the
  Process to the Product (Handout from Class 8) and
  working through from content (of the book) to the
  can do verbs to the product. Explain what level
  of thinking/response this reflects.
•  

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Think / Pair / ShareActivity
Why ask Questions?
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Questioning

• Why do we use questions?
• What is a good question?
• How do we develop questioning skills?
• Why is it necessary to write effective questions
  before the lesson is given?

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Questioning 2 main types

• Everyday Questions
• questions that are asked without planning
• usually require a yes/no answer or a one word
  answer
• usually dont require much thought

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Questioning 2 Main Types

• Educative Questions
• questions that are planned in advance
• usually at a higher level of thinking
• purposeful
• clearly focused
• carefully conceived
• well formulated (J.T.Dillon)

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Questioning2 main categories

• Convergent Questions
• narrow, factual, closed
• one right answer
• short responses
• lower level thinking
• simple recall of information
• Who is the Prime Minister of Canada?

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Questioning 2 main categories

• Divergent Questions
• broad, open-ended
• many right responses
• seldom answered with a single word
• require students to use higher level thinking
• Why is the world a better place because of
  computers?

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Characteristics of a good question

• A good question is a demonstration of genuine
  curiosity.
• A good question has logic, related in some way to
  the teachers focus and the students experience.
• In a good question the words are ordered in such
  a way that the thinking is clarified, both for
  the students and the teacher.
• In a good question the intent must be supported
  by intonation and non-verbal signals. The pace
  of the question should match the intent.
• A good question challenges existing thinking and
  reflection.
• A good question is seen as part of an ongoing
  dialogue which involves relationships between the
  speakers.
• A good question can challenge and surprise but it
  should not be seen as a means /by which to
  diminish others.
• A good question maintains student engagement,
  stimulates thoughts and evokes feelings.

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Effective Teacher Questions

• An Educative Question is purposeful, clearly
  focused, carefully conceived, pre-planned, and
  well formulated. Often try to make it a pivotal
  question, a question which will make the students
  think.
• Questions should be thought out written ahead
  of time and thus be part of good planning does
  not simply come off the top of your head

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Questioning Steps

• Stage One Prepare the Question
• Identify instructional purpose (recitation/discuss
  ion)
• Determine content focus
• Make sure they match your lesson expectations
• Select the cognitive level (Blooms Taxonomy)
• Consider wording and syntax

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Questioning

• Stage Two Present the Question
• Indicate response format
• Ask the question
• Select respondent
• Which techniques are more effective?

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Questioning

• Stage Three Prompt Student Responses
• Pause after asking question (Wait time 1)
• Assist non-respondent
• Pause following student response
• 
  (Wait time 2)
• How to get students to participate?

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Teacher Questions

• Tips when implementing
• Make sure your questions are not double-barrelled
  you are not asking more than one question at a
  time.
• Make sure your questions are not wishy-washy
  the meaning needs to be clear, specific and
  precise
• Make sure they are well-worded
• Avoid questions with yes/no or 1 word answers
• Use a signal for mass/whole class responses
• Dont only attend to the Action Zone
• Ask the question pause then call on a student
• Use three to five (3-5) second Wait Time

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Wait Time

• Builds trust in the student/teacher relationship.
• Gives time for student to look at the question
  from many angles
• Frees them to provide answers of substance
• Provides time to rehearse answers if you use
  heads together/elbow partner
• Encourages them to organize their thinking
• Wait time should result in
• longer student answers
• more students volunteering answers
• more questions being asked by students
• generally an increase in two way communication
  in the classroom.
• more interesting
  discussion
• Two Types One and Two
• Wait Time One Teacher waits to have a student
  respond to allow them to process the information
  / question given (3-5 seconds)
• Wait Time Two Teacher waits to respond to a
  student answer to allow them time to elaborate
  and extend (3-5 seconds)

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Probes

• Decide on how you will respond to the student
  answer Praise/Acceptance/Probes

• Follow student responses / answers (and wait
  time)
• Are based on the learners actual response and
  are designed to have the student go beyond the
  initial information or response given.
• WHY? Help a student elaborate on their answer
• Try to get students to tell you why
• Help you understand where the student is coming
  from
• Can use with a right or wrong answer
• You can probe right answers, wrong answers, non
  answers,
• comments, questions, but you should not
  probe every student
• response.
• Types of Probes

Redirect Probes Critical
Awareness Probes Clarification Probes
Refocus Probes Prediction Probes
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Reflective Practice -

• Page 210 in CT M
• At your table discuss the quote at the bottom of
  the page using the following questions
• How might a teacher identify such a question?
  i.e. Question answered correctly but not the one
  posed
• How could this be explained to other students?
• This statement (quote) may seem to be a
  contradiction. Why might it be important to
  address this issue?

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Activity Correcting Questions

• With a partner or individually, correct each of
  the questions.
• Remember to consider the characteristics of good
  questions, Blooms Taxonomy and the Tips for
  Impelementing

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Questioning

• Can anyone tell me where the bridge was built?
• Jim, how much would you pay for both?
• Where did Riel fight his last battle? He was
  certainly a hero. Where was it, Tom?

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Questioning

• Are the winters warm in British Columbia?
• The bee is certainly a very industrious worker,
  isnt he?
• Who is Stalin and why was he important during
  World War II?

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Questioning

1. What about the current crisis in our monetary
   policy?
2. The principal tourist attractions in Northern
   Ontario are what?
3. What do you notice about the beaver and otter?

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Questioning

• Does anyone know the answer to this question?

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Communication

• PJ Methods
• EDUC 4454

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• Communicating authentically requires
• a sensitivity to the world of others
• an ability to empathize to understand what it is
  like to be the other person
• The climate for learning is set by the teacher
• Who? What? When? With Whom?
• Facilitates involvement
• Stimulates interest
• Demonstrates/models caring

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• Special components of interpersonal skills which
  facilitate effective learning
• Empathy
• Respect (Warmth)
• Genuineness

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• To help develop interpersonal communication
  skills
• Verbal/Non-verbal Congruence
• Personal Communication Style
• Passive
• Aggressive
• Assertive/Congruent

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• Ways to enhance congruence
• 1. Look at your ways of interacting.
• 2. Develop Active Listening Skills
• be fully and accurately involved with what is
  being said and felt both verbally and
  non-verbally
• show a genuine concern for what the speaker is
  feeling as well as is saying.

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• 3. Be aware of your own feelings, prejudices and
  expectations about the speaker
• (Ask yourself Can I accept the feelings and
  attitudes of the speaker even if they are
  different than my own?)
• Build on your unique strengths.

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Nonverbal Communication

• Studies show that during interpersonal
  communication
• 7 of the message is verbally communicated
• 93 of the message is nonverbally transmitted
  through tone of voice, body language, emotions of
  the sender/receiver, other connections friends
  /enemies/ professionals)

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• What you say is not nearly as important as how
  you say it.
• Actions speak louder than words.

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Definition

• Non-verbal communication is communication without
  words.
• Non-verbal communication can be viewed as
  occurring whenever an individual communicates
  without the use of sounds.
• Non-verbal communication is anything someone does
  to which someone else assigns meaning.
• Non-verbal communication is the study of facial
  expressions, touch, time, gestures, smell, eye
  behaviour, and so on.

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• Nonverbal messages are an essential component of
  communication in the classroom.
• a. eye contact signals interest in others
• b. smile indicates warmth, friendliness
• c. gesturesnods
• d. posture and body orientation
• e. proximity dictated by cultural norms
• f. vocal element tone/inflection/loudness

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A matrix of verbal versus non-verbal behaviours

Verbal (symbolic) Non-verbal (non-symbolic)
Vocal Verbal/vocal behaviours Nonverbal/vocal Behaviours (eg. The rate, loudness, softness of speech etc.)
Non-vocal Verbal/non-vocal Behaviours (e.g. American Sign Language) Non-verbal/non-vocal Behaviours (e.g. Body language, use of space etc.)
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Classification

• Body language posture, head movement, facial
  expressions, eye behavior, gestures, handshaking,
  arm movement, leg movement etc.
• Paralanguage sound, pitch, tempo of speech,
  turn-taking, silence
• Object language clothing, personal artifacts,
  hair, etc.
• Environmental language time language, spatial
  language, colour, light, signs and symbols,
  architecture, etc.

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Functions

• Complementing (e.g. Attention please )
• Contradicting (When there are contradictions, do
  people tend to believe the verbal messages or
  nonverbal ones?)
• Repeating
• Regulating (e.g. A head nod to indicate that it
  is his/her turn the speak)
• Substituting(e.g. A noisy cafeteria might get you
  to wave at a friend instead of screaming to get
  his/her attention)
• Accenting(e.g. A well-skilled public speaker
  might pause before or after an important point in
  a speech.)

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Aspects of non-verbal communication

• Posture
• Eye contact
• Use of silence

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More than words Case Study

• A teacher cant get his students attention and
  his volume starts to rise. He glares at them and
  tells them to do some work on the board. Some do
  most dont. His volume increases again Dont
  look at me look at the board. Some students
  squirm most still look at their teacher. While
  telling the students to look at the board, the
  teachers non-verbal message, conveyed by his
  eyes, is to look at him. No one is going to look
  away from a teacher in this situation. Discuss at
  your table how the teacher has sent a mixed
  message.

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Use More Than Your WordsUse More Than Your Words
- Professionally Speaking - March 2008

• Adapted from L. Miller in Professionally Speaking
  (March 2008) The magazine of the Ontario College
  of Teachers see link above
• Getting Attention lower the class metabolism by
  pausing and whispering, dont try to talk over
  the students.
• All teachers have a range of voices (e.g. the
  credible voice has little modulation).
• Keep head, body, face, arms, and hands still when
  using the credible voice.
• Actions, voice tone, words, sending the same
  message.

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When to use voice?

• Use the credible voice when giving instructions,
  delivering teacher-directed lessons and covering
  instructions. Use it when you want to hold
  students attention.
• The approachable voice is the opposite of the
  credible and uses much modulation. The voice has
  rhythmic, even melodic tones. The head moves up
  and down, arms and hands move and are open.
• The approachable voice invites discussion,
  encourages participation and makes students feel
  warm and welcome.

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When to use voice continued

• Try both voices yourself and hear the difference
  in this sentence
• Boys and girls, Id like your attention now
  please.
• Its time to begin your first lesson of the day.
  You listen to the volume, wait for a lull and
  speak 2 levels above it Class, please look in
  this direction.
• Ensure everyones attention and then drop your
  volume and begin.
• If youre using the credible voice, make sure
  your body language is credible too.

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Non-verbal teacher tips

• Reinforce your message when asking students to
  look at the board by looking there as well.
• Stand in the same spot when you want the
  students attention. This lets the visuals see
  you and the auditories hear you. Regularly using
  this technique trains the students that this is
  the time for them to be attentive.
• After a while, when you stand in that spot, you
  will have their attention, without having to say
  a word.

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Tips continued

• If your body language and emphasis match your
  words, you are more likely to connect with all
  your students and your message will have more
  impact.
• When teachers give students 3 or more seconds of
  wait time, the outcomes include longer and more
  correct responses, fewer I-dont-knows and more
  volunteered answers.
• Show dont say, Class you have this many minutes
  to complete this activity. Dont say the number,
  hold up two fingers.

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Tips continued

• Class turn to this page please. Write 27 on the
  board, point to it and look at it for a few
  seconds and dont say the number.
• Teach students your gestures so the students will
  know what it means when you hold up a stop hand
  or when you fan your hands to show open your
  books. Gestures save your voice.
• Save eye contact for positive interactions,
  positive relationships.

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More tips

• Give students thinking time before a class
  discussion. Boys and girls, I want you to think
  about this question before we talk about it.
  Write it down in your notebooks. Think about it
  for 20 seconds.
• Get everyones attention before starting your
  lesson (e.g. raising hand as quiet signal).
• Begin each class by telling the students what
  will happen and what they will do.
• Dont stay at your desk. Circulate and monitor
  progress as students work.

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Body Language

• If you want the students to be still, be still
  yourself. A still body helps deliver the content.
• Example
• Using the credible voice, walk and talk Boys
  and girls, today we are going to talk about a
  very important year in Canadian history 1867.
  The year Canada became an independent country.
• Now say it again but pause and freeze your body
  before you say 1867. The words may be the same
  but the impact is significant. Youll have even
  more impact if you hold the pause for a few
  seconds.

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Putting It All Together

• Creating a climate that facilitates learning
  demands good verbal and nonverbal skills.

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Model Good Listening Skills

• Be interested and attentive, ask about students
  ideas and opinions
• Encourage talking, ask students to
  describe/explain to extend the conversation
• Listen patiently
• Hear children out
• Listen to nonverbal messages

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Teach students what good listeners do!

• look at the speaker while he/she is speaking
• does not interrupt
• provide appropriate feedback with a nod or a
  point of clarification
• ask pertinent questions about what is being said
• does not doodle or engage in other distracting
  mannerisms

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• Assigned Readings
• Read pp. 208-209 in CT M
• Class 9_Handout_Nonverbal_Communication
• pp. 346-347 in CT M for next class on Graphic
  Organizers Mind Mapping.
• Multiple Intelligences p. 26
• Learning styles p. 316
• Assignment
• 3 Lesson Plan 2 Due Fri. Oct. 31