Learning Targets: Long-term target: • I can plan quality questions that hold the greatest potential for scaffolding student thinking to higher cognitive levels. Session target: • I can examine the characteristics of quality questions (Walsh & Sattes, 2005) and reflect upon my own practice of formulating questions to identify one “stretch” goal.
What are the characteristics of quality questions? Walsh & Sattes, 2005.
Why use questions to elicit knowledge students have already studied and/or learned? 1. To assess student understanding 2. To take student understanding further and deeper: ○ Nuthall (1999) - 4 exposures to new knowledge; ○ Exposures involve teaching students to use more advanced thinking skills. Comprehension Analysis http://www.marzanocenter.com/blog/article/marzano-design-question-3-helping-students-practice-and-deepen-new-knowledg/
Sequencing Researchers studying teachers’ questioning patterns found that 53 percent of the questions that teachers asked stood alone. 47 % of the questions were part of a sequence of two or more questions. Of that 47%, only 10% were a part of a sequence having four or more questions (Wragg & Brown, 2001) Boredom Vogler (2008)
A significant body of research suggests... 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) Boredom
What might you infer about these youth based on this photo? analyze Boredom http://www.learnnc.org/lp/media/articles/bloom0405-3/bloompix.html http://www.loc.gov/pictures/collection/det/item/det1994012711/PP/
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