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Questioning -

Strategies for Student Growth and Reflective Teaching Practice

Facilitator: Ellen Zwarensteyn

Professional Learning - Late Start April 16, 2014

As teachers, we choose our words and, in the process, construct the classroom worlds for our students and ourselves. -Peter Johnston Opening Minds, pg. 1

Being oppressed means the absence of choices. -bell hooks, Feminist Theory, 1984

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Agenda/Why:

Developing Critical Thinkers & Deeper Classroom Conversation

I. Introductions. What we know/what we want to know and practice

II. The Grammar of Questioning

III. Questioning as assessment strategy

IV. Questioning as reflective practice

V. Practice/Make Meaning

VI. Additional Reading/Reflection

Reminders:

Sign In
Pick up chapter 5 - Johnston for additional reading/perspectives
Eat
Materials are for your use
Come and go as you need

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Disclaimers!

1. This is your session. Make it worth your while. The agenda is flexible - get what you need out of our time together.

2. There is more information here than we can cover. We will get through what we get through and hope to continue a conversation later.

3. We all are experts and practitioners. This is an imperfect science and practice. We forgive and support each other.

4. My bias, experience, and background.

5. Discussion format.

6. Works considered/synthesized:

Johnston, Dweck,McTighe, Wiggins, Sadker & Sadker (Failing at Fairness & Still Failing at Fairness), Fisher & Frey, Zwarensteyn (2012), Pollock, hooks, Maria Nichols, Toll, Teacher Leadership Academy (Stearns & Firlik), LCN (Stearns, Firlik, Koster & Hyde), Cognitive Coaching/Adaptive Schools, Marzano, and more

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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Productive Group Norms & Introductions

A. Group Norms (borrowed from LCN)

Listen with attention
Speak with intention
Speak up & Participate
Take care of the group
Hold each other accountable

B. Introductions

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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I. What we know already/

what we want to know and practice

Intent/Outcomes

Form questions to open and deepen thinking
Create environment of critical questioning
Understand questioning is the gateway to engaged critical thinking
Provide reflection time for actionable, personal next steps
Create positive and curious environments

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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I. What we know already/

what we want to know and practice

A. What we know already about questioning

B. What we want to know & practice

Your goals and outcomes?

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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II. A grammar of questions

PRACTICE AND ANALYSIS

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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II. A grammar of questions

PRACTICE AND ANALYSIS (Johnston)

What was the cause of the Civil War?
What were the three main reasons for the Civil War?
Noticings? What were a few of your immediate (not censored) emotional reactions, thoughts, and subsequent behaviors?

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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II. A grammar of questions

PRACTICE AND ANALYSIS

Compare to…

What might be possible factors that contributed to the Civil War?
From what you know already, what could be some reasons that contributed to the Civil War?
From the perspective of a _____ (say white male plantation owner in Savannah, black female house servant, politician from), what might be some reasons that contributed to the Civil War?

Noticings? What were a few of your immediate emotional thoughts and subsequent behaviors? How different?

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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II. A grammar of questions

PRACTICE AND ANALYSIS

Compare and Contrast (page 51 - Johnston)

What were the three main reasons for the Civil War?
What might be possible factors that contributed to the Civil War?
According to a ….., what might have been a main contribution to the civil war?

Noticings? What were a few of your immediate emotional reactions, thoughts, and subsequent behaviors? How different?

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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II. A grammar of questions

PRACTICE AND ANALYSIS

Compare and Contrast

Is there any good news?
Does anyone have good news?
Let us share some good news. What are some good events ?

Noticings? What were a few of your immediate emotional reactions, thoughts, and subsequent behaviors? How different?

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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II. A grammar of questions

PRIOR QUESTIONS/CONSIDERATIONS:

Transparency of practice with students
Consider when to use various questioning techniques
Acknowledge classroom changes - acknowledge transition
Tone matters
Positive presuppositions matter
Classroom/learning design

desks and/or table configurations

design as limiting and/or empowering

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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II. A grammar of questions

Framing Questions. Consider (6):

1. Language of possibility/uncertainty

Uncertainty offers opportunities for mindful engagement
Offers many options for truth
Johnston - Opening Minds Chapter 5

2. Language of multiples/plurals

Acknowledges multiple voices and realities
Opens door for discussion and engagement
Johnston - Opening Minds Chapter 5

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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II. A grammar of questions

Framing Questions. Consider (6):

3. Language of Perspective

Acknowledges multiple voices and realities
Acknowledges various truth
Develops empathy and understanding
Opens door for discussion on identity and standpoint

4. Open Ended Questions

Honors students previous knowledge and their own previous held truths
Better assessment of student knowledge
Know where students are at in thinking
Offers many options for truth

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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II. A grammar of questions

Framing Questions. Consider (6):

5. Consider audience specific questions

Common Core Speaking and Listening plus content goals
Important for Audience Adaptation
How might you answer if you were speaking to a….

First grade classroom, A parent, Someone in congress

6. Depth of Knowledge in Questions (previously Blooms Taxonomy)

Complexity v Difficulty
Scaffold complexity and critical thought
Match questioning in class to possible assessment items

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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III. Questioning as an assessment strategy

How questions and questioning assess knowledge

SL 9-12 Speaking and Listening - Common Core
Content Knowledge
Develop explicit questions for:

Content
Mistakes
Visible Thinking
Empathy/Perspectives
Process
What isn’t said/spoken

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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III. Questioning as an assessment strategy

Responding to Questions. Consider (7):

1. Model and Practice

The power of the pause
The power of the paraphrase (so you believe…) and clarify

2. Clarifying questions

Talk more about…
When you say “___”, what does that mean
What might be some reasons you didn’t talk about….

3. Opportunity for evidence based thinking & analysis

What warrants &/or evidence could possibly back up your thinking
What possible evidence in the text could support your thinking
What additional evidence could help support this idea
Where might you look for additional details and evidence

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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III. Questioning as an assessment strategy

Responding to Questions. Consider (7):

4. Offer ample wait time and/or talking in partners/groups before answering

Reach those more hesitant to talk
Allow students to paraphrase each other before adding on
Consider stacking responses - line-up responses for easy, efficient, and smooth transitions

5. Process/Perspective Questions

What options did you consider before answering … (agree/disagree/concur)
What experiences did you consider before answering….

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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III. Questioning as an assessment strategy

Responding to Questions. Consider (7):

6. Reduce Asymmetrical Power Relations*

Avoid judging ideas in Q&A (yes, good, right, etc.)
Arrange for class members to manage turn taking without you
Encourage students to speak directly to each other
Position yourself physically at the same level as much as possible
Do not repeat student’s good ideas so the class can hear them
Keep an eye on safety and standpoint concerns - is the classroom safe for all to speak

*Transition and transparency in practice

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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III. Questioning as an assessment strategy

Responding to Questions. Consider (7):

7. Understand, foster, provide language for standpoint and identity discussions. Understand your own standpoint and personal biases.

Map where most of your questions come from (physical)
Map where room is quiet, loud, etc. Look for patterns among hour and/or content classes
Check biases - check who answers/who dominates
Evaluate yourself along race, gender, and class
Gender specific feedback? (Sadker and Sadker)
Consider for possible data collection for classrooom learning labs and/or cognitive coaching

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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III. Questioning as an assessment strategy

Responding to Questions. Consider:

7. Providing language for questions/responses. (Nichols)

Consider: Make chart into poster for room to help direct conversation and name language patterns.

Natural Language	What you are doing as a listener/ thinker/ talker	Why learners do this - purposeful of talk
“Oh yeah…. I know” “That’s what I thought, and….” “Me too, because” “I agree with you because…” “That’s just like…”	Agreeing	To support an idea To cite more evidence To make the idea bigger and stronger
“No…. what about….” “Wait, but…” “I don’t think….” “But…” “I disagree with you because…”	Disagreeing	To offer a different opinion To clarify something the speaker misunderstood or did not hear
“Yeah, and…” “Oh, and then…” “That’s because…” “And also…” “I can add on…” “I concur because” “That reminds me of…”	Adding on to an idea	To support an idea To cite more evidence To make the idea bigger and stronger To give explanation or example
“I don’t get what you are saying” “Could you say that again?” “What do you mean?” “Could you tell me more about that?” “Why?” “So you are saying.?.””	Clarifying Meaning	To clarify something the speaker misunderstood or did not hear To clear up confusion

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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IV. Questioning as reflective practice

How might student answers drive your practice?
How might questions change based on the number of students? 1:1, 1:few or 1:all
How to listen for what students don’t say/don’t answer
Check for biases and identity
What questions are you asking
What questions aren’t you asking
Questioning as GRR?
When do you turn questioning over to students?

I. Intro - What We Know & Want to Know

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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V. Practice - personal meaning making

PRACTICE!

Create Questions
Know your Target - Develop your Questions
Practice Questioning

Uncertainty
Plurals

Match Questions to Intended DOK
Match Questions to Intended Assessment Goals and Wording

I. Intro -

II. A Grammar of Questioning

III. Questioning as Assessment

IV. Questioning as Reflective & Reflexive Practice

V. Practice/ Make Meaning

VI. Reflection

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VI. Reflection

I. Introductions. What we know/ what we want to know and practice

II. The Grammar of Questioning

III. Questioning as assessment strategy

IV. Questioning as reflective practice

V. Practice/Make Meaning

VI. Reflection

Areas for additional questioning development:

CONSIDER EXPLORING COGNITIVE COACHING

-KISD (Stearns, Firlik, Koster, & Hyde)

STATES OF MIND / FIVE ENERGY SOURCES

Consciousness
Craft
Efficacy
Interdependence
Flexibility

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VI. Reflection

3 Post-Its - POST IT - REFLECTION. Consider:

I. Introductions. What we know/ what we want to know and practice

II. The Grammar of Questioning

III. Questioning as assessment strategy

IV. Questioning as reflective practice

V. Practice/Make Meaning

VI. Reflection

Green	Yellow	Red
Where has our discussion led your thinking? How might your thinking be different now than before? Where might our conversation take you in your classroom practice?	Something you want further clarification about? Additional resources that may be helpful? Additional questions? Items you may want to practice before implementing?	Any stumbling blocks which may have interfered with today’s learning? Questions or concerns that may impede implementing some of the ideas?

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VI. Reflection

I. Introductions. What we know/ what we want to know and practice

II. The Grammar of Questioning

III. Questioning as assessment strategy

IV. Questioning as reflective practice

V. Practice/Make Meaning

VI. Reflection

We must continually remind students in the classroom that expression of different opinions and dissenting ideas affirms the intellectual process. We should forcefully explain that our role is not to teach them to think as we do but rather to teach them, by example, the importance of taking a stance that is rooted in rigorous engagement with the full range of ideas about a topic.

-bell hooks. Chronicle of Higher Education. 1994.