Let’s Talk: Questioning Strategies and - PowerPoint Presentation

Slide1

Let’s Talk:

Questioning Strategies and

Academic FeedbackSlide2

Table of Contents

Types of Questions

Quality QuestionsBuilding Learning CapacityBarriers to Implementing QuestioningFeedbackCategories SelfPeerTeacherSlide3

QuestioningSlide4

Research repeatedly illustrates that reciprocal interactions between teachers and students—that is, classroom conversations with open-ended questions in which teachers incorporate student responses into future questions—have a profound effect on engagement and achievement (Jordan, 2009; Nystrand, 2006).

It’s too

loud in here! When are you going to get control and start TEACHING?Slide5

Discussion not only includes cognitive dimensions, but also “[c]ontextual traces that refer to the social event (seeing the faces and body language of the group members), the physical context of the discussion (how the classroom looks and sounds), the smells of cafeteria food wafting through the corridor, and the social and affective memories of the discussion, such as feelings of embarrassment or excitement or the emotional charge of a speaker’s comment” (

M

alloy & Gambrell, 2010).Slide6

Unfortunately, IRE (initiate, respond, evaluate) still

prevails.

Let’s focus on IRE² (initiate, respond, explore, and expand).“The rich get richer, and the poor get direct instruction” (Dudley-Marling & Paugh, 2005, p. 156)Open-ended and student-initiated discussions are the hallmark of gifted and talented classrooms.If we don’t believe students can think of their own correct answers, we teach them how to come up with our correct answers.What does your classroom look like? How do we teach them to come up with the correct answers on their own?

“The

Rich Get

R

icher

, and the P

oor Get Direct

I

nstruction

” Slide7

Types of Questions

Knowledge questions: Close ended

and ask students to recall facts and ideasSkill questions: Require students to apply the knowledge they have learned in a new contextBig ideas: “[A] concept, theme, or issue that gives meaning and connection to discrete facts and skills” (Wiggins & McTighe, 2005, p. 5)Slide8

How to Formulate Quality Questions

The roles of the teacher in intentional questioning

include the process of formulating the question, determining required scaffolds based on cognitive demand, providing feedback, and creating a classroom atmosphere in which all students participate and understand the purposes of the questions being asked.In an engaged classroom in which all students are learning, all students must be held accountable for their thinking.Creating time for students to think about and reformulate their thoughts is a vital part of the learning process.Slide9

Student Behaviors

Student Outcomes

Pay attention to all questions and answers

Know facts

Think of answers to all questions

Develop

understanding

based on facts

Are on alert to answer all questions aloud

Use knowledge to solve problems and make decisions

Answer questions at the appropriate cognitive level

Develop new products and ideas

Use wait time to think about answers

Make inferences and draw conclusions

Give wait time to others when asking questions

Know and use effective questioning skills

Ask questions when confused

Thoughtfully answer teacher and peer questions

Ask questions when curious

Ask many high-quality questions

Make meaning out of facts

(Walsh

& Sattes,

2005)Slide10

Building Learner Capacity

Accountability

Capacity to ask quality questionsCollaborationSlide11

Barriers to Implementation

Content coverage

Time constraintsHabit or traditionNeed to maintain “control” of the classEase for teacherDon’t want to put students on the spot

(Walsh & Sattes, 2005)Slide12

What if their conversations “wander”?

Provide purpose (letters to the newspaper or pen pals

)Think about your own learning as an adultStill not sure? Try it both ways and see which yields a better product (remember that if students haven’t had the opportunity to talk in the past, you will need to model/discuss expectations and monitor/give feedback).Some students are shy or take longer to formulate their thoughts (and these might be the ones who would benefit most from discussion).What If . . .Slide13

Assessing

Questions

– This type of question is asked to determine what students know. The questions are based closely on the work the student has produced. They serve to clarify for the teacher what the student has done and what the student understands.Advancing Questions – This type of question is asked to challenge students or move students beyond their current thinking. The questions use what students have produced as a basis and extend what they know to move the student toward the lesson’s goal. The questions press students to think about something about which they are not currently thinking.

Assessing Questions vs. Advancing QuestionsSlide14

FeedbackSlide15

Should be related to the learning objective and be developmentally

appropriate

Should address both the strengths and needs of the studentShould be consistentShould allow you to guide the student to use feedback to:Evaluate his or own strengths and needsDeepen understanding

and skills related to

the current work

G

eneralize

feedback beyond the current work

sample

What Does Effective Feedback Look Like?Slide16

What It Is/Is NOT

Examples of Effective Feedback

Nonexamples

of Effective Feedback

You did an excellent job of incorporating adjectives in your writing to help the reader imagine the setting

. Next

time think about how you can also use adverbs to convey your thoughts.

Good

job

!

You are so smart!

Those two questions are similar so I can understand why you got confused

. Let’s

review the definitions in your fraction book to determine the correct answers.

76

% Try

harder next time!

I noticed that when you got stuck on that word you tried to sound it out, but that didn’t seem to work

. Let’s

look at your strategy bookmark and see if another strategy might help in this situation.

You need more examples in your paper.

I am so impressed with your project!Slide17

Let’s look at some examples you brought, in as well as some we have collected.

What It Is/Is NOTSlide18
Slide19
Slide20
Slide21
Slide22
Slide23
Slide24

Feedback SequenceSlide25

Types of Feedback

Self-Feedback

Peer Feedback

Teacher Feedback

Goal setting

Think-pair-share

Questioning

Progress

monitoring

Peer editing

Written feedback with suggestions

Self-evaluation on a rubric

Performance assessments with peer feedback

Journal writing

Recorded readings

Author’s chair

Writing portfolio

Gallery walk

Small group discussion

 Slide26

We will watch the classroom teacher again, but this time let’s focus on the feedback techniques she uses

Is it related

to the learning objective and developmentally appropriate?Does it address both the strengths and needs of the student?Does it allow the teacher

to guide the

student(s)

to use feedback to:

Evaluate

their own strengths and needs

D

eepen

understandings and skills related to their current

work

G

eneralize

feedback beyond the current

work

sampleFeedback StrategiesSlide27

Let’s practice giving feedback with the set of papers you have brought to class

Think about what questions you would ask to facilitate your students’ learning throughout the lesson.

What comments would you write on the papers?Giving FeedbackSlide28

Take a new set of papers and write down

what questions you would ask to facilitate your students’ learning throughout the lesson and what comments would you write on the papers.Write a short reflection on the back about what you learned through this process and what you still need to practice to implement it successfully.Entrance Ticket for Next Week . . .Slide29

Summary

Quality and timely feedback is paramount for student

success.Effective teachers realize they need feedback to improve also. Perhaps the most powerful feedback they can receive is in the form of analyzing student learning within the classroomBy examining how your students are performing, most likely through formative assessments, you can begin to adjust and reformulate your ideas and plans to better suit the learning needs of your diverse students.Slide30

References

Dudley-Marling, C., & Paugh, P. (2005). The rich get richer; the poor get direct instruction.

Reading for profit: How the bottom line leaves kids behind, 156-171. Portsmouth, NH: Heinemann.Jordan, J. (2009). Beyond sharing the pen. Dialogue in the context of interactive writing (Unpublished doctoral dissertation). University of Tennessee, Knoxville.Malloy

, J. A., & Gambrell, L. B. (2010). New insights on motivation in the literacy classroom.

Essential readings on motivation

, 163

.

Newark,

DE:

International Reading

Association.

Nystrand, M. (2006). Research on the role of classroom discourse as it affects reading comprehension.

Research in the Teaching of English

, 392-412

.

Walsh, J. A., & Sattes, B. D

. (2005). Quality questioning: Research-based practice to engage every learner. Thousand Oaks, CA: Sage.Wiggins

, G., & McTighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.