Strategies that Work Teaching for Understanding and Engagement

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Strategies that WorkTeaching for Understanding
and Engagement
Workshop 5 Questioning
Debbie Draper Julie Fullgrabe Curriculum
Consultant (Northern Adelaide)
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Questioning

• How many questions does the average teacher ask
  in a day?
• What fraction of teaching time is spent asking
  questions?

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Questioning is an area characterised by a good
deal of instinctive practice.

• An average teacher asks 400 questions in a day
• Thats 70,000 a year!
• One-third of all teaching time is spent asking
  questions
• Steven HastingsTES 4 July 2003

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Questioning

• Why do teachers ask questions?

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Research on Wait Time

• In a classroom, the mode time between asking
  questions and requiring an answer is

Less than 1.5 seconds.
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Think Time Research Students

• According to Stahl (1994), when students are
  given three or more seconds of undisturbed think
  time
• the length and correctness of responses
  increases
• the frequency of non-answers or I dont know
  decreases
• more students volunteer appropriate answers and
  
• the scores of students on academic achievement
  tests tend to increase.

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Think Research Teachers

• Questioning strategies tend to become more varied
  and flexible.
• The quantity of questions decreases but the
  quality and variety of questions increases.
• More questions are asked that require more
  complex processing and higher-order thinking.

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Research tells us....

• Student generated questions are much more
  effective in raising comprehension achievement
  than teacher questions
• ...so... how do we teach students to ask relevant
  questions?

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• Good thinkers ask questions before, during and
  after reading
• (or listening)

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Questioning Models

• What questioning models do you know and use
  explicitly?

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Blooms Taxonomy
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Question Matrix
(C. Weiderhold Co-operative Learning and
Critical Thinking in Langrehr, Better Questions,
better Thinking Book 2, Longman Cheshire,
Melbourne, 1993)
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Questions can be

• Thick or thin

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Questions can be

• Open or closed

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Questioning models....

• ...can be useful as a scaffold for question
  generation for teachers and students.
• ...are not necessarily completely different or
  distinct from each other

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How do I teach this strategy?
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Why?
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Establish the purpose

• What is a question?
• Why do we ask questions?
• When do we ask questions?

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• Modelled
• Model by think aloud ask questions whilst you
  are reading a text aloud.
• Talk to students about the different types of
  questions
• 5W and H
• open and closed
• thick and thin
• here, head and hidden
• The model you use will depend on your context.
  

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• Read a suitable text to students.
• Think aloud and jot down your questions on
  post-it notes.
• As you generate questions ask students to
  contribute their own ideas.
• Talk to students about the types of questions
  and classify them accordingly
• Talk to students about the purpose of the
  questions and what sorts of questions are
  suitable for the purpose e.g. Questions for
  fiction texts may be different to questions
  suitable for non-fiction texts.

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Guided

• Provide opportunities to students to ask
  questions after shared and guided reading.
  Provide feedback and encourage students to ask a
  range of questions.
• Continue to model as necessary.

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Independent

• Provide opportunities to ask and answer questions
  in all learning areas.
• Provide scaffolds as required.

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Independent Strategies

• Reciprocal Teaching/ Reciprocal Reading
• After explicit teaching of all strategies,
  students are taught different roles for team work
  e.g.

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Read the handout how could you use or adapt
these questions for your context? How would you
model, guide and set independent tasks?
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Take a Question Strategy Folder
Read the card and discuss. Is this a useful
model for your context? Why or why not? Swap
folders with another group and repeat.
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Consider...

• How can you use the gradual release of
  responsibility to teach the Questioning Strategy
  to staff or students?
• Use the handouts, cards etc to support your
  thinking.

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