Chapter 3 Thinking and Questioning Skills for Meaningful

Chapter 3 Thinking and Questioning: Skills for Meaningful Learning Secondary School Teaching: A Guide to Methods and Resources 3 rd Edition 2007 Richard D. Kellough and Noreen G. Kellough Pages 82 -107

Teaching Thinking for Intelligent Behavior n 12 Characteristics of Intelligent Behavior – – – - Genius Curiosity Playfulness Imagination Creativity Wonderment Humor - Wisdom - Inventiveness - Vitality - Sensitivity - Flexibility - Joy

Methods and Strategies for Teaching Thinking for Intelligent Behavior n Drawing on Knowledge and Applying it the New Situation n Finding Humor n Creating, Imagining, Innovating n Listening with Understanding and Empathy n Managing Impulsivity n Persisting

n n n n n Methods and Strategies for Teaching Thinking for Intelligent Behavior Remaining Open to Continuous Learning Responding to Wonderment and Awe Striving for Accuracy Taking Responsible Risks Thinking and Communicating with Clarity and Precision Thinking about Thinking (Metacognition) Thinking Interdependently Using all the Senses Questioning and Posing Problems Direct Thinking for Intelligent Behavior

Purposes for Using Questioning n To politely give instructions (pg. 85). n To review and remind students of classroom procedures (pg. 86) n To gather information (pg. 86) n To gather student knowledge (pg. 86) n To guide student thinking and learning (pg. 86)

Purposes for Using Questioning (continued) n To guide student thinking and learning (pg. 86) – Build the curriculum – Develop appreciation – Develop student thinking – Diagnose learning difficulty – Emphasize major points – Encourage students – Establish Rapport

Purposes for Using Questioning (continued) n To guide student thinking and learning (pg. 86) – Evaluate Learning – Give Practice in Expression – Help students in their metacognition – Help students interpret materials – Help students organize materials – Provide drill and practice

Purposes for Using Questioning (continued) n To guide student thinking and learning (pg. 86) – Provide Review – Show agreement or disagreement – Show relationships such as cause and effect

Questions to Avoid Asking (pg. 87) n Avoid Rhetorical Questions (or any questions that you do not want a response) Avoid questions with simple responses n Avoid questions that do not promote higher level thinking n n “Never deliberately ask questions for the purpose of embarrassing or punishing a student or that in any way deny the student’s dignity” (pg 87).

Types of Cognitive Questions (pg. 87) n Analytic Question n Clarifying Question n Convergent Thinking Questions n Cueing Questions “Wait Time” n Divergent Thinking Questions n Evaluative Questions n Focus Questions n Probing Questions

Socrating Questioning (pg. 88) n Strategy used to lead students with a series of questions which promote students to look at their own ideas and thinking rigorously n Best if used in one-on-one scenario n Difficult to use in “Whole class” setting

Levels of Cognitive Questions and Student Thinking pg. 89 n Lowest Level- gathering and recalling information n Intermediate Level- processing information (analyze, classify, compare, contrast, distinguish, explain, cause and effect) n Naïve Theories- challenge a learners preconception

Levels of Cognitive Questions and Student Thinking pg. 89 (continued) n Highest Level- Applying and evaluating in new situations (build, synthesize, evaluate, extrapolate, forecast, predict, judge) n Discrepant Events-phenomena that cause cognitive disequalibrium promoting higher level thinking n Cognitive Disequalibrium- when processing new data there is no match for existing mental concepts

Guidelines for Using Questioning (pg. 92) n Prepare Questions – questions should be well written, worded and thoughtfully planned. n Implementing Questioning- ask before calling on a student - Avoid overloading students with too much information - Allow students time to think (Wait Time)

When using questioning in the classroom remember the following guidelines (pg. 94) n n n n Practice gender equity Practice calling on students Giving the same minimum amount of wait time Require students to raise their hands Actively involve as many students as possible Carefully gauge YOUR responses to student’s answers Be culturally competent Use strong praise sparingly

Using questioning for Real World Problem Solving (pg. 96) n Students need to learn how to: -Recognize the problem -Formulate a question about the problem -Collect data -Arrive at a temporarily acceptable answer to the problem while realizing that new data may dictate a review of a former conclusion. Descriptive vs. Comparative Questions Content Questions vs. Process Questions

Conclusion n “Questioning is the cornerstone for intellectual thinking, communication, learning, and real world problem solving” (pg. 107) Using questioning in the classroom is a continually developing process that encourages students to participate in higher level thinking