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QUESTIONS

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Without questions the inquiry cycle stops and learning regresses into read and ... Thinking without questions is uninspired, flat, inflexible, unyielding. ... – PowerPoint PPT presentation

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Title: QUESTIONS


1
QUESTIONS
  • Transforming Learning with Quality QUESTIONS

2
Questioning and Inquiry
  • Questioning is the first element of Information
    Inquiry.
  • Questioning seeds all other processes.
  • Without questions the inquiry cycle stops and
    learning regresses into read and recite, without
    testing for relevance and meaning.

  • Daniel Callison

3
Wonder and learn!
  • Jamie McKenzie QUESTIONING.ORG
  • Questioning is to thinking as yeast is to bread
    making. Thinking without questions is
    uninspired, flat, inflexible, unyielding.
    Questioning converts thinking into something of
    value, transforming matter into meaning.

4
Questions and INQUIRY
  • Inquiry is not so much seeking the right
    answer-because often there is none-bout rather
    seeking appropriate resolutions to questions and
    issues.
  • www.thirteen.org
  • Inquiry should be motivated by questions whose
    purpose, meaning, or relation to the real world
    are apparent to the child.
  • Karen Sheingold

5
Questions are the product of natural curiosity.
  • Teachers need to yield the monopoly on the right
    to question.
  • Learners need to be encouraged to ask questions,
    to wonder, and to generate new questions as
    inquiry proceeds.
  • Student centered process depends on questions, as
    does the authentic construction of meaning from
    text.

  • Daniel Callison

6
Questioning through inquiry the foundation of
life-long learning
  • Student ownership of questioning process leads to
    students becoming content experts.
  • As they continue to probe and explore, students
    discover the questions central to the issue at
    hand.
  • Dennis Palmer Wolf

7
Questions as a tool for assessment
  • Renovating and revising questions, documented in
    journals and logs, gives an important insight to
    progress through information selection, analysis,
    and synthesis.
  • Questions help learners identify issues, frame
    arguments, and determine what points need more
    convincing evidence.
  • Daniel Callison

8
Types of questions- McKenzie
  • Clarification- What was reliable, valid?
  • Sorting and Sifting- What is worth keeping?
  • Elaborating- What is the logical next step?
  • Planning- What has been done or could be done to
    address these issues?

9
More types of ????
  • Strategic questions- What do I have? What do I
    need? What is the best next step?
  • Unanswerable questions
  • Irreverent questions- How can we change this? Can
    we trust this?
  • Wonder questions-Explore boundaries
  • Divergent questions- Beyond what we have, what
    else might we need or want to know?

10
Another perspective.
  • Galileo.org
  • HIGHER ORDER
  • RICH
  • WORTHY
  • ESSENTIAL
  • FERTILE
  • CONNECTED
  • CHARGED
  • OPEN
  • YouthLearn.org
  • Factual questions
  • Interpretive questions
  • Evaluative questions
  • Invite opinions, thoughts, feelings

11
WHO? What? Where? When?
  • Factual, single right answer questions are only a
    starting point.
  • Moving from trivial to essential questions
    engages kids in authentic and meaningful
    learning.
  • Factual questions in a brainstorming exercise can
    be used in a concept map.
  • Factual questions help evaluate comprehension,
    help with summary.
  • Factual questions lead to short term recall and
    need expanded context and meaning.
  • CTAP Region IV

12
WHY? HOW? Should?SO WHAT? Which one? What if?
  • BIG QUESTIONS encourage kids to think more deeply
    and critically.
  • BIG questions stimulate students to seek
    information on their own.
  • BIG questions are open, cannot be answered with
    yes or no.
  • BIG questions require multiple resources to be
    answered.
  • BIG questions must be interesting.
  • CTAP Region IV

13
Excellent Questions are
  • Open-ended
  • Have more than one word answer
  • Have more than one answer
  • Show effort and deep research
  • Lead to multiple perspectives
  • Lead to debate
  • Are interesting, not obvious
  • Lead to more questions and thinking
  • CTAP Region IV

14
Essential questions
  • Probe a matter of considerable importance
  • Move a learner from understanding to action
  • Are global and abstract
  • Go to the heart of what is important to learn and
    understand
  • Lead to enduring truths after the facts have been
    forgotten
  • Endure, shift, lead to larger questions
  • Cannot be answered completely or in few words
  • Maintain interest despite mystery
  • Lead to other questions
  • Are asked over and over in the course of the
    inquiry
  • Harada and McKenzie

15
Research Questions
  • FOCUS- Does the question focus your research and
    include relevant perspectives?
  • INTEREST- Are you excited about your question?
  • KNOWLEDGE- Will the question help you learn?
  • PROCESSING- Will the question help you understand
    your topic better?
  • Koechlin/Zwaan

16
Questions as reflections
  • Is my project meaningful and interesting?
  • Will there be useful resources I can understand?
  • Have I read widely in relevant literature?
  • Is the information supporting my ideas the most
    convincing and meaningful?
  • What information and search paths were most
    useful? Least useful?
  • What information inspired me or excited me about
    what I could report to others?
  • Violet Harada

17
Teacher Actions
  • Model questioning
  • Engage learners in sharing questions and
    resources
  • Look for variety of questions and levels of
    thinking
  • Meaning begins with information from text who,
    what, where, when.
  • Reward questioning, display questions
  • Promote reading with questions.
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