Raising the Levels of Questioning
From the desk of Carol C…
Teachers have always asked questions. It is a natural part of any lesson, but questioning in 2013 must be different. Today in order to meet the rigorous demands of the Common Core Standards we must approach questioning from a different perspective. Now questions must be preplanned and deliberate just like lessons plans. Questions can no longer be used solely for recall and comprehension. They are to be used to promote critical thinking. So how can we ask these kinds of questions?
Questions to Promote High Level Thinking and Discussions
Combine background knowledge with new information
- Based on what you learned today and what you already know, why do you think the balloon stuck to the wall ?
- How can you support your conclusion that the tiger was imaginary?
Observe and describe an event or object
- Tell me about the 1963 march on Washington D.C.
- What do you see when you look through the microscope at the paramecium?
State an idea or definition in their own words
- What idea did Macbeth have about justice?
- Tell me your idea about making the multiplication of fractions easier.
- What would you say the meaning of “paradigm shift” is?
Provide a solution to a problem
- Tell me how you would solve the problem of oil spills in the ocean while still maintaining our supply of oil.
- How would you solve the friendship problem between Ramona and Henry Huggins?
Compare two or more objects, statements, illustrations, or demonstrations so that a pattern can be seen
- How is 2+3=5 like 3+2=5? 4+8=12 like 8+4=12? 6+9=15 like 9+6=15
- Compare the writing style of Edgar Allen Poe to Stephen King.
Responding Effectively
Now we’ve asked these thought provoking questions, how do we respond to the students’ answers? Our responses are important as they show the students what they are asking and saying are worth our time thinking about.
1. Wait Time: Teachers must give students time to think before responding.
2. Eye Contact: Establish eye contact with the speaker and listen to what is said. Listen without interrupting.
3. Accept Answers: Accept all students’ answers, whether right or wrong. If a student gives a vague or wrong answer, ask a follow up question that will help that student see the more defined or accurate answer.
4. Respond: Respond to students’ answers by asking questions or making statements that keep students thinking.
The “what, where, when, why, and how” questions have been around since the first word was uttered. The questions below are the same principle but with a twist. They are the 4-P and 1-I questions. These questions can promote higher order thinking and can allow for creativity in answering. I am using the book Hatchet by Gary Paulson for the examples.
Possibility – What can… What can happen if Brian can’t make a fire?
Probability – Which would… Which would be worse: winter or the moose?
Prediction-Why will… Why will Brian go back to the plane?
Imagination – How might… How might this story be different if Brian had a friend with him?
Most higher level questions don’t have a right answer. They are open-ended questions that require students to process then combine information to arrive at an answer or an opinion. Why should we ask open-ended questions?
- To assess learning.
- To help students see an idea from another point of view.
- To teach students to support their assertions and interpretations.
- To ask students to predict possible outcomes.
- To give students questions that require them to connect and organize information.
Happy Questioning!