Chapter%203%20Thinking%20and%20Questioning:%20Skills%20for%20Meaningful%20Learning

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Chapter 3 Thinking and Questioning Skills for
Meaningful Learning

• Secondary School Teaching A Guide to Methods and
  Resources
• 3rd Edition 2007
• Richard D. Kellough and Noreen G. Kellough
• Pages 82-107

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Teaching Thinking for Intelligent Behavior

• 12 Characteristics of Intelligent Behavior
• Genius Curiosity - Wisdom
• Playfulness - Inventiveness
• Imagination - Vitality
• Creativity - Sensitivity
• Wonderment - Flexibility
• - Humor - Joy

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Methods and Strategies for Teaching Thinking for
Intelligent Behavior

• Drawing on Knowledge and Applying it the New
  Situation
• Finding Humor
• Creating, Imagining, Innovating
• Listening with Understanding and Empathy
• Managing Impulsivity
• Persisting

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Methods and Strategies for Teaching Thinking for
Intelligent Behavior

• Remaining Open to Continuous Learning
• Responding to Wonderment and Awe
• Striving for Accuracy
• Taking Responsible Risks
• Thinking and Communicating with Clarity and
  Precision
• Thinking about Thinking (Metacognition)
• Thinking Interdependently
• Using all the Senses
• Questioning and Posing Problems
• Direct Thinking for Intelligent Behavior

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Purposes for Using Questioning

• To politely give instructions (pg. 85).
• To review and remind students of classroom
  procedures (pg. 86)
• To gather information (pg. 86)
• To gather student knowledge (pg. 86)
• To guide student thinking and learning (pg. 86)

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Purposes for Using Questioning (continued)

• To guide student thinking and learning (pg.86)
• Build the curriculum
• Develop appreciation
• Develop student thinking
• Diagnose learning difficulty
• Emphasize major points
• Encourage students
• Establish Rapport

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Purposes for Using Questioning (continued)

• To guide student thinking and learning (pg.86)
• Evaluate Learning
• Give Practice in Expression
• Help students in their metacognition
• Help students interpret materials
• Help students organize materials
• Provide drill and practice

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Purposes for Using Questioning (continued)

• To guide student thinking and learning (pg.86)
• Provide Review
• Show agreement or disagreement
• Show relationships such as cause and effect

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Questions to Avoid Asking(pg. 87)

• Avoid Rhetorical Questions (or any questions that
  you do not want a response)
• Avoid questions with simple responses
• Avoid questions that do not promote higher level
  thinking
• Never deliberately ask questions for the purpose
  of embarrassing or punishing a student or that in
  any way deny the students dignity (pg 87).

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Types of Cognitive Questions(pg.87)

• Analytic Question
• Clarifying Question
• Convergent Thinking Questions
• Cueing Questions Wait Time
• Divergent Thinking Questions
• Evaluative Questions
• Focus Questions
• Probing Questions

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Socrating Questioning(pg. 88)

• Strategy used to lead students with a series of
  questions which promote students to look at their
  own ideas and thinking rigorously
• Best if used in one-on-one scenario
• Difficult to use in Whole class setting

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Levels of Cognitive Questions and Student
Thinking pg. 89

• Lowest Level- gathering and recalling information
• Intermediate Level- processing information
  (analyze, classify, compare, contrast,
  distinguish, explain, cause and effect)
• Naïve Theories- challenge a learners
  preconception

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Levels of Cognitive Questions and Student
Thinking pg. 89 (continued)

• Highest Level- Applying and evaluating in new
  situations (build, synthesize, evaluate,
  extrapolate, forecast, predict, judge)
• Discrepant Events-phenomena that cause cognitive
  disequalibrium promoting higher level thinking
• Cognitive Disequalibrium- when processing new
  data there is no match for existing mental
  concepts

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Guidelines for Using Questioning(pg. 92)

• Prepare Questions questions should be well
  written, worded and thoughtfully planned.
• Implementing Questioning- ask before calling on a
  student
• Avoid overloading students with too much
  information
• Allow students time to think (Wait Time)

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When using questioning in the classroom remember
the following guidelines (pg. 94)

• Practice gender equity
• Practice calling on students
• Giving the same minimum amount of wait time
• Require students to raise their hands
• Actively involve as many students as possible
• Carefully gauge YOUR responses to students
  answers
• Be culturally competent
• Use strong praise sparingly

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Using questioning for Real World Problem Solving
(pg. 96)

• Students need to learn how to
• -Recognize the problem
• -Formulate a question about the problem
• -Collect data
• -Arrive at a temporarily acceptable answer to the
  problem while
• realizing that new data may dictate a review of
  a former
• conclusion.
• Descriptive vs. Comparative Questions
• Content Questions vs. Process Questions

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Conclusion

• Questioning is the cornerstone for
• intellectual thinking, communication, learning,
• and real world problem solving (pg. 107)
• Using questioning in the classroom is a
• continually developing process that encourages
• students to participate in higher level thinking