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[email protected] . Ko te whenu hou te tau. Shaping teaching and learning in the 21st century. [email protected] Rotorua New Zealand February 2008. Welcome to the Questioning workshop. Presenter: Pania McVay-Stewart Email: [email protected] What is relevant to

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Slide1 l.jpg

[email protected]

Ko te whenu hou te tau

Shaping teaching and learning in the 21st century

[email protected]

Rotorua New Zealand February 2008

Slide2 l.jpg

Welcome to the

Questioning workshop

Presenter: Pania McVay-Stewart

Email: [email protected]

How do children learn l.jpg

  • What is

  • relevant to

  • children in the 21st century?

  • Think about-

  • Organisation in

  • the classroom.

  • Noise level.

  • Displays

  • Discuss these points in your groups

How do children learn?

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  • 3.Who asks the majority of the questions in

  • your classroom? Why?

  • 4.How do you create an environment where

  • all students ask and answer questions?

    • 5.What strategies do you use in the classroom to encourage questioning?

  • Slide6 l.jpg

    • In groups collate and discuss your


    Slide7 l.jpg

    Why ? provided.

    • Focus attention on a topic

    • Challenge students

    • Direct student thinking in a particular way

    • Reinforce learnt

    • material

    • Control behaviour of the class or individuals

    • Encourage students to be actively engaged in learning

    • Structure or guide the learning of a task

    • Assess Students

    • Revision of content

    Encourage reflection on learning

    • Evaluation

    • purposes

    • Gain feedback from students about teaching

    • Help students clarify their understandings

    Spark further questions

    • Model questioning and thinking

    • Help students make connections

    • Motivate student inquires

    • Excite interest or curiosity

    • Identify gaps in students’ learning

    • Provide opportunities for student learning through discussion

    Slide8 l.jpg

    What is Effective Questioning ? provided.

    How can teachers utilize effective questioning?

    • Plan questions in advance- build up to more challenging

    • Focus on a few carefully constructed open ended questions.

    • Ask one question at a time.

    • Consider the need for think time- Avoid the trap of answering your own questions.

    • Vary questioning strategies e.g. For a change make a provocative statement and wait for a response.

    • Ensure all students have the opportunity to respond to questions by catering for the range of learners in the class.

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    Establishing a question friendly classroom provided.

    • Use the Y or T chart to explain what a question friendly

    • classroom would be like.

    • (Ask your students the same question)

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    How can teachers encourage effective provided.

    student questions?

    • Introduce different questioning strategies

    • Develop student awareness of different types of questions

    • and the type of thinking required

    • Make time for student questions and celebrating them.

    • Providing positive feedback to student questions

    • Clarify students questions

    Slide12 l.jpg

    Handling Students responses to questions provided.

    • Students are often concerned about how their responses to questions might be perceived by their teacher and their peers.

    • Important for students to learn how to respond to each other appropriately.

    • Establishing trust is essential so students are prepared to take risks and their share ideas freely.

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    • Active listening provided.

    • Find a partner

    • For 1 minute, one member of the pair explains what factors contributed to them choosing teaching as a career.

    • Partner is listening careful but must not comment, just listen.

    • After a minute the person listening seeks clarification.

    • Then change over.

    Different types of questions l.jpg
    Different types of Questions provided.

    Many types- lets simplify

    Open questions, Fat questions, Higher order-

    Invite interpretation, no preconceived response.

    Closed questions, Skinny questions, Lower order-

    non-negotiable, recited answer

    Slide15 l.jpg

    Product, Process and Opinion provided.

    Product-What, when and who questions, key ideas and


    Process-How questions associated with procedures and


    Opinion- Why questions consider causal relationships and

    require explanations.

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    Questions that focus on emotional responses levels of cognition

    - Affective domain

    • These questions probe complex matters that elude

    • simple answers. Sometimes referred to as essential

    • questions (McKenzie).

    • Benefits of this type of questioning are they engage

    • students in the discussion.

    • e.g. What does it mean to be a good friend?

    • How can I be a better friend?

    • What does it mean to have integrity?

    • Who do I consider to be someone with integrity?

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    Some strategies and activities for developing levels of cognition

    effective questioning

    You are a reporter

    What’s in the box?

    Wear my shoes or see

    through my specs

    Wiederholds Q-matrix

    All views considered

    Creative questioning

    The 5 whys

    Three Cs and 3 Ps

    Stop, think and question

    The answer is?

    Open and closed questions

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    "Inquiry" is defined as "a seeking for truth, information, or knowledge

    -seeking information by questioning."

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    The question is or knowledge

    how come the teacher asks all the questions

    when I’m the one who needs to know things.

    The question is

    why I’m supposed to have the answers

    to all my parent’s questions when they can’t answer mine.

    The question is

    why scientists ask ten questions for every answer

    they get

    But I have to answer seven out of ten to pass.

    The question is

    why politicians learn not to answer questions

    while I have to learn to answer them.

    The question is...

    Slide23 l.jpg

    The question is or knowledge

    why questions have to be answered fast at school

    when philosophers take years to answer them.

    The question is

    why are there so many little questions in school

    when Marie Curie spent her whole life on one big question.

    The question is

    why must I find answers to already answered questions

    when I have questions that have not yet been answered.

    The question is

    why can’t I be in charge of the questions?

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    Questions or knowledge

    Useful resources: Godinho,S & Wilson, J 2004,

    Little book of big ideas: How to succeed with questioning, Curriculum Corporation, Carlton.