Explore the complexity of questioning

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Explore the complexity of questioning

• Merge a constructivist and behaviorist approach
  to the teaching and learning process.

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Everything a teacher does can be classified into
four areas

• Information provided
• Activities assigned or selected
• Questions asked
• Responses to students efforts
• Madeline Hunter

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John Millar, 1897

• Generally the best way of asking a question is to
  address the whole class.Each pupil should
  understand that be may be expected to reply. In
  stating the question no sign should be shown that
  would indicate who is to answer. The main thing
  is to secure that every student is held on the
  alert. Each question should be given to that
  student, who, with due regards to the interests
  of the class stands in most need of receiving it.
  This method has the great advantage of the
  teacher to apply a proper distribution of tests.
  P. 232 in the book School Management and the
  Principles of Practice and Teaching.

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Johnsons 5 Basic Elements

• Individual Accountability
• Face to Face Interaction
• Collaborative Skills
• Social, Communication, and Critical Thinking
  skills
• Processing the Collaborative and Academic Task
• Positive Interdependence (9 types)

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Cooperative learning structures

• Numbered Heads
• Place Mat
• Round Robin
• Think Pair Share
• One Stray Rest Stay
• Jigsaw
• (around 300 small group structures)

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Graphic Organizers

• Word Webs
• Time Lines
• Flow Charts
• Venn Diagrams
• Fish Bone Diagrams
• Mind Maps
• Concept Maps

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Blooms Taxonomy

• Knowledge/Recall
• Comprehension/Understanding
• Application
• Analysis
• Synthesis
• Evaluation

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Inductive Thinking

• Hilda Tabas
• Concept Formation Strategy

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Inductive Thinking

• Drives or is the cognitive power behind graphic
  organizers such as Fish Bone Diagrams, Venn
  Diagrams Mind Mapping, Concept Mapping

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One researched based instructional strategy that
pushes inductive thinking is

• Hilda Tabas Concept Formation strategy

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Has three phases

• Phase I Present the data to the students or
  collect it from them
• Phase II Present a focus statement and have the
  students classify the data based on common
  attributes
• Phase III Apply the concepts that emerge
  explore relationships between them make
  predictions etc.

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Tabas Concept Formation strategy applied to
questioning

• Form groups of 3 or 4 letter off ABC(D)
• Create a Place Mat
• Brainstorm all factors that impact questioning in
  the classroom
• Classify those factors based on the role they
  play in questioning
• Read about Fish Bone Diagrams
• Create Fish Bone Diagram
• One Stray Rest Stay
• Mini Jigsaw with research

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Connecting Concept Formation to Effective Group
Work

• Individual Accountability
• Promoting Face to Face Interaction
• Inserting an appropriate collaborative skill
• Processing/Reflecting on the academic and the
  collaborative objective
• Employ one or more of the nine types of positive
  interdependence (Goal is compulsory -- the rest
  optional)

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Instructional Intelligence summary .

• Concepts accountability, safety, meaning
• Skills framing questions, wait time
• Tactics Place Mat, Numbered Heads, Round Robin,
  Fish Bone, One Stray Rest Stay
• Strategies Concept Formation, Johnsons 5 Basic
  Elements
• Organizers Multiple Intelligence, Brain
  Research, Gender (Womens Ways of Knowing)

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Factors

• Complexity of Thinking
• Academic Engaged Time
• Use of Wait Time
• Responding to Student Responses
• Knowledge of Results
• Shifting from Covert to Overt
• Fear of Failure
• Public vs Private Failure
• Distribution of Responses
• Accountability and Level of Concern

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Framing questions 1897

• Generally the best way of asking a question is to
  address the whole class. Each pupil should
  understand that he may be expected to reply. In
  stating the question no sign should be shown that
  would indicate who is to answer. The main thing
  is to secure that every pupil is on the alert.
  Each question should be given to the pupil who,
  with due regard to the interests of the class,
  stands in most need of receiving it. and the
  questions distributed in such a way as will do
  the most good. John Millar Deputy Minister of
  Education for Ontario, Canada

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What are all the factors to consider if you want
TPS to work?

• Odd or even number of students
• Student no one wants to work with
• Will the boys sit with the girls
• Holding them accountable to share
• Do they have the communication skills of actively
  listening and paraphrasing
• Giving enough wait time to think
• Controlling a taxonomy of thinking
• Responding to students responses

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Instruction classified

• Instructional concepts
• Instructional concepts that are skills
• Instructional concepts that are tactics
• Instructional concepts that are strategies
• Instructional concepts that are instructional
  organizers

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The Brain Instruction Interface

• Brain needs to feel safe
• Brain needs to experience talk for intellectual
  growth
• Brain is a pattern seeker
• Brain is about survival -- it attends to things
  that are meaningful, interesting, and authentic

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Multiple Intelligences Howard Gardner 2001

• I have described human beings as those organisms
  who possess a basic set of seven, eight, or a
  dozen intelligences. Thanks to evolution, each of
  us is equipped with these intellectual
  potentials, which we can mobilize an connect
  according to our inclinations and our cultures
  preferences. Although we all receive these
  intelligences as part of out birthright, no two
  people have exactly the same intelligences in the
  same combination.
• (pages 44 - 45)