Leading Discussions Tips for engaging students in discussion

Leading Discussions Tips for engaging students in discussion The Art of Asking Questions

s n e u Q io t s Teachers spend 35 -50% of their instructional time asking students questions Ask me a question, S. Black Association of School Board Journal, Apr, 2001.

s n e u Q io t s Questioning is 2 nd only to lecturing as a common teaching method Ask me a question, S. Black Association of School Board Journal, Apr, 2001.

s n io t s e u Q Much of the time teachers devote to questioning doesn’t help students learn Ask me a question, S. Black Association of School Board Journal, Apr, 2001.

d s n a on n ti o i es s s u u Q c s g i n D ki s A Developing Skills Facilitating Group Discussion Click to Learn More Asking Questions Click to Learn More

es os Pu rp • Discussion purposes: 1. 2. 3. 4. 5. Guide and direct Review concepts Introduce new areas to investigate Generate hypotheses Planning experimental procedures

es os Pu rp • Discussion purposes: • • Analyze and interpret Assess and revise Formulate and analyze conclusions Summarize

ry ui In q an d n io ss cu is D • Discussion qualities: 1. Recall, process and apply levels of thinking can be developed, but…. 2. Seventy percent of questions require only recall 3. Questions that demand higher level thinking bring similar level responses

ry ui In q an d n io ss cu is D • Discussion qualities: 1. A mix of low and high level questions = greatest growth in student thinking 2. A central component to develop is inquiry skills 3. One special technique to develop inquiry skills is creating cognitive conflict Proceed to facilitating discussion Return to menu

fli on C og ni tiv e D ev el op in g C Cognitive Conflict = moment of disagreement This is a moment to be cherished to help students seek resolution and develop problem solving skill Compare student explanations Feign surprise at either a faulty or correct explanation Pose an impossible event implied by a student’s position Establish an expectancy for an outcome that testing will not support Ask for supporting evidence of a rote answer Accept all responses until two conflicting ones emerge Return to previous slide

ills Sk ry qu i In Observing Inferring Verifying Hypothesizing All based on experiences in the “field/classroom” Return to previous slide

es in el ui d G • Facilitating Discussion Involves: 1. Encouraging Participation • Seek divergent views • Invite comments • Value diverse “answers” 2. Supporting group members • Value each person’s ideas 3. Handling error • Ask another ? to let student correct self

es in el ui d G • Facilitating Discussion Involves: 1. Listening attentively • Really hear what is being said • use WAIT TIME • saying nothing shows acceptance • Verbal cues like “I see” show you are listening • Rephrasing • Ask a question then name someone

es in el ui d G • Facilitating Discussion Involves: 1. Wait time = essential to discussion • • • Question by teacher Wait time 3 sec Student’s response(s) Wait time 3 sec Teacher’s Response

g lit at in ci fa N on di re ct iv e 1. Plan your strategy • Facilitating Discussion Involves: Click here to return to menu • Develop questions ahead of time 2. State the problem clearly and concisely 3. Suggest a problem-solving approach 4. Accept and clarify communication

g lit at in ci fa e iv ct on di re N • Facilitating Discussion Involves: Click here to return to menu 1. 2. 3. 4. 5. Withhold judgment Accept feelings along with content Keep the discussion focused Summarize and clarify directions Use WAIT TIME to involve the students

Types of Questions Basic Questions Phrasing Questions Probing Questions Practice Scenarios Click a column to learn more about each section. Review each section before advancing.

Types of Questions Basic Questions Phrasing Questions Probing Questions Practice Scenarios Return to Main Menu Review each section before advancing.

Return to Columns menu Types of Questions Develop questions prior to conducting discussion Clarifying Questions = ask for more information to increase understanding Examples: • Can you be more specific? • What do you mean by ‘stuff’? • Can you say that another way? • Can you give us an example? • Draw that for me • What are you referring to when you say …. ? • How do you know about that? Types of of Questions Types of Basic Questions Basic. Questions Phrasing Questions Probing questions Scenarios

Types of Questions Develop questions prior to conducting discussion Types of of Questions Types of Basic Questions Basic. Questions Return to Columns menu Extending Questions = ask for more elaboration, explanation, alternatives… Examples: • Can you think of other reasons? • Can you tell us some more about alcohol abuse? • Is there anything else you would like to add? • Do refusal skills for smoking have properties similar to any other health behaviors? • Why do you think drug use. . ? • What conclusions can you draw? Phrasing Questions Probing questions Scenarios

Types of Questions Develop questions prior to conducting discussion Types of of Questions Types of Basic Questions Basic. Questions Return to Columns menu Focusing Questions = initiate or shift discussion’s direction Examples: • Let’s go back to our chart, how are these different? • First we want to analyze the information, can anyone see commonalities? • Now, what were we discussing a minute ago? • How does that relate to the topic? • What other factors should we consider for this? ? Phrasing Questions Probing questions Scenarios

Types of Questions Develop questions prior to conducting discussion Types of of Questions Types of Basic Questions Basic. Questions Return to Columns menu Lifting Questions = try to lift the level of discussion from narrow to broad, Examples: • Accepting the statements on the board are common to both, what can we say about the relationship of __ and __? • What hypotheses might explain how media influences teen buying? • What is the relationship of __ to __? • What conclusions can you draw now? Phrasing Questions Probing questions Scenarios

Types of Questions Develop questions prior to conducting discussion Return to Columns menu Summarizing Questions = used when a lengthy statement buries the meaning Examples: • How can we put what you just said on the board? • Can you give us the main idea of what you are saying? Types of of Questions Types of Basic Questions Basic. Questions Phrasing Questions Probing questions Scenarios

Return to Columns menu Basic Questions Have a clear goal in mind for the discussion Asking good questions takes planning and practice. The following questions use an Inquiry approach to begin the discussion: • What do you know about the problem? • What have you learned about the problem? • What do we need to investigate? Types of Questions Types of Basic Questions Basic Phrasing Questions Probing questions Scenarios

Return to Columns menu Basic Questions Have a clear goal in mind for the discussion Asking good questions takes planning and practice. The following questions use an Inquiry approach to begin the discussion: • How will we find answers we need to solve the problem? • What are some possible causes? • What are some possible solutions? Types of Questions Types of Basic Questions Basic Phrasing Questions Probing questions Scenarios

Phrasing Questions Create open-ended questions Return to Columns menu Clarity and specificity of the questions will influence the clarity, specificity of student answers. Effective questions take planning and practice and will: • Contain words that are easily understood by students • Be stated simply, avoiding cluttering with more questions or explanations • Have a clear outcome or goal in mind Types of Questions Basic Questions Phrasing Questions Probing questions Scenarios

Phrasing Questions Create open-ended questions Return to Columns menu Clarity and specificity of the questions will influence the clarity, specificity of student answers. Effective Questions will: • Be open ended • Focus students on the content • Promote thinking about the content • Demand that the teacher listen carefully in order to respond with questions that will extend learning Types of Questions Basic Questions Phrasing Questions Probing questions Scenarios

Return to columns menu Probing Questions Listen carefully in order to respond with a ? that continues discussion Probing questions= those that follow-up on student responses to clarify, extend, personalize and/or support their thinking. • Demand careful listening in order to ask probing questions that move the class toward the goal of the discussion Types of Typesofof. Questions Basic Questions Phrasing. Questions Probingquestions Scenarios

Return to columns menu Probing Questions Examples Listen carefully in order to respond with a ? that continues discussion Types of Typesofof. Questions Basic Questions • What do you mean by…? • Have you considered…? • How do you know that? • What is an example of. . ? • On what basis did you decide. . ? • Why do you think drug use…? Phrasing. Questions Probingquestions Scenarios

Return to columns menu Probing Questions Examples: Listen carefully in order to respond with a ? that continues discussion Types of Typesofof. Questions Basic Questions • What conclusions can you draw now? • What seems important here? • What does this mean for our problem? • What other factors might cause…? • Where else could we find…? • You are concerned about ___, our focus is on ___ explain how these two relate. Phrasing. Questions Probingquestions Scenarios

Return to Return columnsto columns menu Scenarios Try to develop questions that will keep discussion going toward the lesson goals While a teacher is gathering the class’ knowledge about adolescent drug use, a student says, “Only a few kids are really hooked on drugs. Most just do drugs now and then. • What goal might a teacher have in mind for asking a question in response to this situation? • What questions might be asked to take a discussion further toward the goal? • How might a teacher use the responses To further exploration of the problem? of Questions ypestypes of. Types Questions ofof Questions Basic. Questions Phrasing Probing questions Probing Scenarios

Return to Return columnsto columns menu Scenarios Try to develop questions that will keep discussion going toward the lesson goals While a teacher is gathering the class’ knowledge about adolescent drug use, a student says, “Marijuana isn’t as bad for you as alcohol, and alcohol is legal. ” • What goal might a teacher have in mind for asking a question in response to this situation? • What questions might be asked to take a discussion further toward the goal? • How might a teacher use the responses To further exploration of the problem? of Questions ypestypes of. Types Questions ofof Questions Basic. Questions Phrasing Probing questions Probing Scenarios

Return to Return columnsto columns menu Scenarios Try to develop questions that will keep discussion going toward the lesson goals While a teacher is gathering the class’ knowledge about adolescent drug use, a student says, “You drink one drink every hour and not get drunk. So, kids just need to slow down. ” • What goal might a teacher have in mind for asking a question in response to this situation? • What questions might be asked to take a discussion further toward the goal? • How might a teacher use the responses To further exploration of the problem? of Questions ypestypes of. Types Questions ofof Questions Basic. Questions Phrasing Probing questions Probing Scenarios

Return to Return columnsto columns menu Scenarios Try to develop questions that will keep discussion going toward the lesson goals While a teacher is gathering the class’ solutions to adolescent drug use, a student says, “Legalize drugs, then it won’t be such a problem. ” • What goal might a teacher have in mind for asking a question in response to this situation? • What questions might be asked to take a discussion further toward the goal? • How might a teacher use the responses To further exploration of the problem? of Questions ypestypes of. Types Questions ofof Questions Basic. Questions Phrasing Probing questions Probing Scenarios

Return to Return columnsto columns menu Scenarios Try to develop questions that will keep discussion going toward the lesson goals While a teacher is gathering the class’ solutions to adolescent drug use, a student says, “We need to teach kids how to drink responsibly. ” • What goal might a teacher have in mind for asking a question in response to this situation? • What questions might be asked to take a discussion further toward the goal? • How might a teacher use the responses To further exploration of the problem? of Questions ypestypes of. Types Questions ofof Questions Basic. Questions Phrasing Probing questions Probing Scenarios

s e c n R f e e r e Ask me a question, S. Black Association of School Board Journal, Apr, 2001. Michigan Model for Comprehensive School Health Education (2003). Trainer’s Toolkit EMC, Mt. Pleasant, MI FAST, Foundational Approaches in Science Teaching, 2 nd Ed. Instructional Guide (1992). Donald B. Young, Francis M. Pottenger III. CRDG, Honolulu, HI. Contact: Schutmar@gvsu. edu