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Questioning: A Strategy to Promote Critical Thinking and Improve Student Achievement

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Citrus: Literacy, Learners, and Leaders Questioning: A Strategy to Promote Critical Thinking and Improve Student Achievement Cindy Hayslip Margaret Williams – PowerPoint PPT presentation

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Title: Questioning: A Strategy to Promote Critical Thinking and Improve Student Achievement


1
Questioning A Strategy to Promote Critical
Thinking and Improve Student Achievement
Citrus Literacy, Learners, and Leaders
  • Cindy Hayslip
  • Margaret Williams

2
Literacy is
  • Listening
  • Viewing
  • Speaking
  • Thinking
  • Reading
  • Writing
  • Expressing using multiple symbol systems

3
Practice the Non-negotiables
  • Use the 7 processes of literacy
  • Read to and with students
  • Teach, model, and practice key strategies (one of
    which is questioning) and graphic organizers
  • Students read by themselves with accountability
  • Print-rich literacy environment
  • K-1 phonics, phonemic awareness

4
  • The most important questions dont seem to have
    ready answers. An answer is an invitation to
    stop thinking A question is the master key to
    understanding.
  • Stephens and Brown, 2000

5
Questioning
  • Improves comprehension by
  • Helping monitor comprehension
  • Relating what is to be learned with what is
    already known
  • Clarifying confusion
  • Focusing attention on what must be learned
  • Strengthening a readers dialogue with text
  • Developing active thinking while reading
  • Giving a purpose to reading

6
What the Research Says
  • Students understanding and recall can be shaped
    by the types of questions to which they become
    accustomed (Duke and Pearson, 2002)
  • Students generation of their own questions about
    text improves overall comprehension (Yopp, 1988
    Raphael and Pearson, 1985)

7
Improving student achievement with high-level
questioning
  • Teacher questioning
  • Questions that place a higher cognitive demand
    on the student promote critical thinking and
    improve student achievement.
  • Student questioning
  • Strategy (such as Question Answer Relationships)
    in which students learn to differentiate
    questions about text that leads to improved
    comprehension.

8
Teacher questioning
  • Questions on FCAT are categorized by cognitive
    complexity
  • Low
  • Moderate
  • High complexity
  • Based on Webbs Depth of Knowledge

9
Cognitive complexity
  • Questions with low cognitive complexity
  • One-step problem
  • Require only a basic understanding of text
  • Comprise only 10-20 of FCAT
  • Right there answers (QAR)
  • Recall questions (who, what, where, when, why),
    retelling, summarizing

10
Moderate Complexity
  • Questions with moderate cognitive complexity
  • Two-step process
  • Require some inferencing
  • Comprise 50-70 of FCAT
  • Answers are between the lines
  • Think and Search (QAR)
  • Author and Me (QAR)

11
High complexity
  • Questions with high cognitive complexity
  • Require several steps
  • Require complex inferences across texts
  • Comprise 20-30 of FCAT
  • Answers are beyond the lines
  • Author and Me (QAR)
  • On My Own (QAR)

12
Student-generated questioning
  • QARQuestion-Answer Relationships
  • Strategy that that allows students to see the
    relationships between the type of question asked,
    the text, and the readers prior knowledge.
  • Students learn how to distinguish questions with
    answers that are found in the book (Text
    Explicit questions) and questions with answers
    that are found in my head (Text Implicit
    questions).

13
QAR
In-the-Book Questions
  • Right There Questions
  • The answer is in the text The words used in the
    question and the words used for the answer can
    usually be found in the same sentence.
  • Think and Search Questions
  • The answer is in the text, but the words used in
    the question and those used for the answer are
    NOT in the same sentence. The student needs to
    think about different parts of the text and how
    ideas can be put together before answering the
    question.

14
In-My-Head Questions
  • Author and You Questions
  • The answer is not in the text. The student must
    think about what he/she knows, what the author
    says, and how they fit together.
  • On My Own Questions
  • The answer is not in the text. The question can
    be answered without even reading the text. The
    answer is based solely on ones own experiences
    and knowledge.

15
QAR and Blooms Taxonomy
  • Right There
  • Think and Search
  • Author and me
  • On My Own
  • Level 1 Knowledge
  • Level 2 Comprehension and Level 3 Application
  • Level 4 Analysis and Level 5 Synthesis
  • Level 6 Evaluation

Information in the text
Information in several places in text
Information both in and out of text
Information NOT in the text but from background
knowledge
16
Teaching Students to Use QAR
  • Introduce QAR using a visual aid and a short
    selection to demonstrate the relationships.
  • Model identifying and answering questions at each
    level of QAR.
  • With teacher guidance, students practice
    identifying and answering questions at each of
    the levels.
  • Students apply QAR to the reading of their
    regular texts.
  • For younger students or struggling readers,
    teachers introduce and practice one level at a
    time before introducing the next level.

17
REFLECTION
  • Ask yourself one simple question
  • Who owns the questions in your classroom?
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