LANSING CSD 11917 BETH DRYER REGIONAL COORDINATOR OF

LANSING CSD 1/19/17 BETH DRYER, REGIONAL COORDINATOR OF CURRICULUM AND PROFESSIONAL DEVELOPMENT, TST BOCES Dryer, Beth. 2016. bdryer@tstboces. org Beth Dryer’s Questioning Sequences in the Classroom Edited for 3/6/17 FACT mtg

Analysis of your sequence can examine my own questioning sequence to determine what I will keep/revise for classroom use. Dryer, Beth. 2016. bdryer@tstboces. org I

Ready, Set, Go! 1. What are two primary instructional purposes/roles of questioning in the classroom? To check for understanding To deepen understanding

A significant body of research suggests. . . Ø A sequence of questions is far more effective than any single type of question. (Beyer, 1997; Costa & Lowery, 1989; Dantonio, 1990; Gall, 1970; Gall et al. , 1978; Klinzing & Klinzing. Eurich, 1987; Riley, 1981; Wilen, 1991; Wright & Nuthall, 1970) Ø Researchers studying teachers’ questioning patterns found that 53 percent of the questions that teachers asked stood alone. (Wragg & Brown, 2001)

4 -Phase Questioning Sequence Categories Elaboration Evidence Dryer, Beth. 2016. bdryer@tstboces. org Details

Dryer, Beth. 2016. bdryer@tstboces. org

Four Phases questions -activate [& build] students’ background knowledge Ø Category questions -help students identify common characteristics Ø Elaboration questions -prompt students to make claims Ø Evidence questions -ask students to defend their claims Marzano & Simms. 2015. Dryer, Beth. 2016. bdryer@tstboces. org Detail

Analysis of model sequences Select a couple of sequences for analysis. 2. Divide each sequence into four parts/phases. 3. What are the general characteristics of each part/phase you have identified? 4. What is the purpose associated with each part/phase? 5. Based on your conclusions, what name/label would you give to each part/phase? 6. What reasoning did you use to name/label each part/phase? Dryer, Beth. 2016. bdryer@tstboces. org 1.

Summary • elicit students’ prior knowledge, • prompt the discovery of new information, and • deepen and extend students’ learning in all content areas. ” -Marzano & Simms. 2015 Dryer, Beth. 2016. bdryer@tstboces. org “Research indicates that the intentional use of targeted questions in a coordinated sequence is an effective way to:

Good Job!!! Dryer, Beth. 2016. bdryer@tstboces. org