SlideShare uma empresa Scribd logo
1 de 47
Baixar para ler offline
Barbara Wenn:  “Three Rivers” ICTPD Cluster Facilitator [email_address] Learning Question? Think!
‘ What’s in a question, you ask?  Everything. It is a way of evoking stimulating response.  It is, in essence, the very core of teaching.’ John Dewey,  1933
Essential elements : ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Create a  “Culture of Thinking  and Questioning” (adapted from Pohl, M.  2000). ,[object Object],Change
Shift to a Question Focus Find out about Dr Suess What influenced the writings of Dr Suess? Study our local town What makes our town a great place to live? Living in …….? What are the attractions and how do they enhance your town? How can we promote …. as a great place to live? Project on trucks / cats / dogs ….. How do zoos promote healthy living conditions for their animals? The Titanic In what ways did the sinking of the Titanic affect the shipbuilding industry? The life and work of Thomas Edison. How has the work of Thomas Edison impacted on our lives? What is your opinion of the story “Holes”? Different personality traits are exposed in the story “Holes”. What impact did imprisonment have on each character?
Responding Strategies (Adapted from Clements and Godinho, 2003) Think Time Wait Time Strategy Description Application Sustaining the Question Use probes that encourage the clarification, extension or elaboration of a response. Does anyone have a different opinion? Could you tell us a little more about your idea? Can you provide some evidence to support your point of view? Allowing  wait time Learn to be comfortable with the silences, so that wait time is extended. Use affirmative non-verbal signals (such as facial expression, a nod, eye contact or sitting forward) that show engagement and provide encouragement. Minimising feedback Affirm student responses, but avoid excessive praise, which may silence alternative responses. That’s an interesting perspective. Yes, that’s one way. Thank you for that idea. Sharing the floor Encourage the group to respond to each other. Break the habit of T initiating the question, S responds, T responds to the S – so that student dialogue develops. Would anyone like to respond to that idea? How consistent is this response with your thinking? Can someone summarize what has been said? Peter  how do you feel about this?
Writing  good questions  is hard! So …….
Toolbox for Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
uestion Matrix Q Which When Who Where Why What How is/was ………………………? did …………….………………? can………….…………………? would ……………………….? will ……………………………? might ……………………….? have ………………………….? should….……………………? does ………………………….? do ….………………………….? do you suppose….…….?  shall ………………………….?
*** OR WHAT ABOUT THESE STARTERS FOR GOOD OPEN QUESTIONS? If you could/were ……. Can there/you…? If …….then how …….? Why do some/we/you …..? What if? What kinds of …..? What changes ………? In what ways will/are …..? I wonder how/why/who/when/where/what……?
Weiderhold’s Question Matrix http://www.ltag.education.tas.gov.au/effectteach/Thinking/matrix.htm The questions in the top rows of the matrix are knowledge and information questions and the lower rows are questions that require analysis, synthesis and evaluation. Purpose?   Event Situation Choice Person Reason Means Present What is? Where / When is? Which is? Who is? Why is? How is? Past What did? Where / When did? Which did Who did? Why did? How did? Possibility What can? Where / When can? Which can? Who can? Why can? How can? Probability What would? Where / When would? Which would? Who would? Why would? How would? Prediction What will? Where / When will? Which will? Who will? Why will? How will? Imagination What might? Where / When might? Which might? Who might? Why might? How might?
Wonder Wall  Questions in a New Entrant Class   (Te Uku School)
Question Stems Words Keywords   :  main, focus, major, topical, thematic, essential, nouns?  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Star  of the  Week
Ngahinapouri School
[object Object],[object Object],[object Object],When are you moving? I don’t know .
Using the Question Starter Cards: presenting news ( Te Uku School)
5 Whys? What's in the box? Who am I? What am I?
Recommended Resources AU$ AU$
Questions? Think! Fat Skinny Open Closed
 
[object Object],[object Object],[object Object],[object Object],Teacher modeling good questions
Newsboard
Newsboard
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Problem-Solving KWL PMIS
   Provide the  scaffolding Questions: Facts/Suggestions "What is the problem here?" "What would this look like in a picture, drawing, in another form, in the form I like best?" "What am I stuck on? What do I need to know?" "What are the smallest pieces I can break this down into and still have it make sense?" "What might work? What can I try?" "What are all the things I could do?" "What do I know about that is like this?"
 
http://www.nvo.com/ecnewletter/graphicorganizers//
Thinking Books ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
De Bono’s  6 Thinking Hats WEAKNESSES INFORMATIVE THINKING CREATIVE THINKING EMOTIONAL THINKING POSITIVE CONSTRUCTIVE THINKING ORGANISATIONAL THINKING
Customized Hats to hook in the boys!
Ohaupo School Juniors – deciding on how to set up their shop
4. What is the conclusion? 3. What are the alternatives? 2. What do we know about the situation? 1. How do we feel?  2. What are the difficulties and dangers? 1. What are the good points? Emotions Evaluation 2. What are the  difficulties and dangers? 1. How do we feel about this? 2. Can we summarize the good points? 1. What are the good points? Direct Action Quick Assessment 2. What are the possible  explanations? 1. What do we know about the situation? 3. What ideas can we think of? 2. What do we know about the situation? 1. What is the thinking task? Explanation First Ideas 2. How can we overcome them? 1. What are the weaknesses? Improvement Six Thinking Hats Simple Sequences SIX HAT SEQUENCES  -1 Hawker Brownlow Education #2525  Teaching Thinking Skills in the Primary Years
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],PMIS P lus M inus I nteresting S olution              
Using Images
David Hyerle – Thinking Maps
Bridge Map   Circle Map  
Thinking Maps
Thinking Maps
 
Multi Flow Map  
to show a plan for Exciting Writing (Te Uku School)    Brace Map
ANDERSON’S TAXONOMY  – Verbs, Materials/situations that require this level of thinking, Potential Activities & Products REMEMBERING UNDERSTANDING APPLYING ANALYSING EVALUATING CREATING Hats VERBS Tell, List, Describe, Relate, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognise, Match, Reproduce, Memorise, Draw, Select, Write, Recite Explain, Interpret, Outline, Discuss, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalise, Summarise, Put into your own words, Paraphrase, Convert, Demonstrate, Visualise, Find out more information about Solve, Show, Use, Illustrate, Construct Complete, Examine Classify, Choose Interpret, Make Put together, Change, Apply, Produce, Translate, Calculate, Manipulate, Modify, put into practice Analyse, Distinguish, Examine, Compare Contrast, Investigate Categorise, Identify Explain, Separate Advertise, Take apart Differentiate, Subdivide, deduce,  Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Rate, Prioritise, Determine, Critique, Evaluate, Criticise, Weigh, Value, estimate, defend Create, Invent, Compose, Predict Plan, Construct Design, Imagine Propose, Devise Formulate, Combine, Hypothesize, Originate, Add to, Forecast,  MATERAILS SITUATIONS Events, people, newspapers, magazine articles, definitions, videos, dramas, films, textbooks, television programs, recordings, media presentations Speech, stories, drama, cartoons, diagrams, graphs, summaries, outlines, analogies, posters, bulletin boards. Diagrams, sculptures, illustrations, dramatisations, forecasts, problems, puzzles, organisations, classifications, rules, systems, routines. Surveys, questionnaires, arguments, models, displays, demonstrations, diagrams, systems, conclusions, reports, graphed information Recommendations, self-evaluations, group discussions, debates, court trials, standards, editorials, values. Experiments, games, songs, reports, poems, speculations, creations, art, inventions, drama, rules. POTENTIAL ACTIVITIES & PRODUCTS Make a list of the main events . Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the …in the story. Make a chart showing.. Make an acrostic. Recite a poem Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Retell the story in your own words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events. Make a colouring book. Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a papier-mache map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game showing the ideas from an area of study. Make a clay model of an item in the area. Design a market strategy for your product. Dress a doll in costume. Paint a mural. Write a textbook outline. Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a point of view. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Put on a play about he study area. Write a biography of the study person. Prepare a report. Arrange a party and record as a procedure. Review apiece of art including form, colour and texture Prepare a list of criteria to judge a ……..show? Remember to indicate priorities and ratings. Conduct a debate about a special issue. Make a booklet about 5 rules you see as important to convince others. Form a panel to discuss views. Write a letter to .... advising on changes needed at … Write a half yearly report. present your point of view. Invent a machine to do a specific task. Design a building to house your study. Create a new product, give it a name and then devise a marketing strategy. Write about your feeling sin relation to … Design a record, book or magazine cover. Sell an idea. Devise a way to … Compose a rhythm or put new words to an old song.
Using the story “Goldilocks and The Three Bears” Knowledge List the items used by Goldilocks while she was in the bears’ house. Comprehension Explain why Goldilocks liked Baby Bear’s chair the best. Application Demonstrate what Goldilocks would use if she came to your house. Analysis Compare this story to reality. What events could not really happen? Synthesis Propose how the story would be different if it were Goldilocks and the Three Fish. Evaluation Judge whether Goldilocks was good or bad. Defend your opinion.
Tony Ryan’s Thinker’s Keys X 20 Different Uses Alphabet Brainstorming Disadvantages Reverse What if?
How will we know? Questioning Rubric Next steps in learning Assessment WALT 1 Novice 2 Beginner 3 Apprentice 4 Practitioner 5 Expert We are learning to develop effective questions. I can make a statement.  I need help to ask a question. I can ask and answer  a simple closed question. I can ask an open question and attempt to find answers using key words. I can sort questions into groups according to set criteria. I can use the Matrix to create a variety of question types on any given theme to suit the intended purpose.
"Once you have learned how to ask questions - relevant and appropriate questions - you have learned how to learn and no one can keep you from learning whatever you want or need to know."  Postman and Weingartner (1969) Where to for you?

Mais conteúdo relacionado

Mais procurados

Innovative and Critical Thinking: Training Your Brain to Solve Problems and C...
Innovative and Critical Thinking: Training Your Brain to Solve Problems and C...Innovative and Critical Thinking: Training Your Brain to Solve Problems and C...
Innovative and Critical Thinking: Training Your Brain to Solve Problems and C...Career Communications Group
 
Handout -critical_thinking_-_teaching_methods_and_strategies (1)
Handout  -critical_thinking_-_teaching_methods_and_strategies (1)Handout  -critical_thinking_-_teaching_methods_and_strategies (1)
Handout -critical_thinking_-_teaching_methods_and_strategies (1)abdellahzoubiai
 
Criticalthinking.ppt
Criticalthinking.pptCriticalthinking.ppt
Criticalthinking.ppthwulib
 
What is Critical Thinking, and How to Teach It?
What is Critical Thinking, and How to Teach It?What is Critical Thinking, and How to Teach It?
What is Critical Thinking, and How to Teach It?Peter Jeschofnig
 
Critical Thinking in Emergency Services Education slide share
Critical Thinking in Emergency Services Education slide shareCritical Thinking in Emergency Services Education slide share
Critical Thinking in Emergency Services Education slide shareRommie Duckworth
 
Problem solving and_critical_thinking_eltecs
Problem solving and_critical_thinking_eltecsProblem solving and_critical_thinking_eltecs
Problem solving and_critical_thinking_eltecsJamie Hoang
 
Critical Thinking - With Case Study
Critical Thinking - With Case StudyCritical Thinking - With Case Study
Critical Thinking - With Case StudyKaryn Thng
 
Critical Thinking
Critical ThinkingCritical Thinking
Critical Thinkingrosanne1978
 
Dev.read.( final)
Dev.read.( final)Dev.read.( final)
Dev.read.( final)Edcel Jose
 
McQueary critical thinking workshop
McQueary critical thinking workshopMcQueary critical thinking workshop
McQueary critical thinking workshopCurtis McQueary
 
An introduction to principles of critical thinking
An introduction to principles of critical thinkingAn introduction to principles of critical thinking
An introduction to principles of critical thinkingThe Free School
 
My first lecture to critical thinking students
My first lecture to critical thinking studentsMy first lecture to critical thinking students
My first lecture to critical thinking studentsRAJI THOMAS MUIGUA
 
Critical Thinking Issues, Analysis and Contentions
Critical Thinking Issues, Analysis and ContentionsCritical Thinking Issues, Analysis and Contentions
Critical Thinking Issues, Analysis and Contentionsaracelividal
 
Asking the right questions a guide to critical thinking by m. neil browne, st...
Asking the right questions a guide to critical thinking by m. neil browne, st...Asking the right questions a guide to critical thinking by m. neil browne, st...
Asking the right questions a guide to critical thinking by m. neil browne, st...Hồng Hạnh
 
Developing a critical thinking framework
Developing a critical thinking frameworkDeveloping a critical thinking framework
Developing a critical thinking frameworkH X
 
Introduction To Critical Thinking
Introduction To Critical ThinkingIntroduction To Critical Thinking
Introduction To Critical Thinkingmqamarhayat
 

Mais procurados (20)

Essential questions
Essential questionsEssential questions
Essential questions
 
Innovative and Critical Thinking: Training Your Brain to Solve Problems and C...
Innovative and Critical Thinking: Training Your Brain to Solve Problems and C...Innovative and Critical Thinking: Training Your Brain to Solve Problems and C...
Innovative and Critical Thinking: Training Your Brain to Solve Problems and C...
 
Handout -critical_thinking_-_teaching_methods_and_strategies (1)
Handout  -critical_thinking_-_teaching_methods_and_strategies (1)Handout  -critical_thinking_-_teaching_methods_and_strategies (1)
Handout -critical_thinking_-_teaching_methods_and_strategies (1)
 
Criticalthinking.ppt
Criticalthinking.pptCriticalthinking.ppt
Criticalthinking.ppt
 
What is Critical Thinking, and How to Teach It?
What is Critical Thinking, and How to Teach It?What is Critical Thinking, and How to Teach It?
What is Critical Thinking, and How to Teach It?
 
Critical Thinking in Emergency Services Education slide share
Critical Thinking in Emergency Services Education slide shareCritical Thinking in Emergency Services Education slide share
Critical Thinking in Emergency Services Education slide share
 
Embedding Critical Thinking Skills in Education teaching
Embedding Critical Thinking Skills in Education teachingEmbedding Critical Thinking Skills in Education teaching
Embedding Critical Thinking Skills in Education teaching
 
Problem solving and_critical_thinking_eltecs
Problem solving and_critical_thinking_eltecsProblem solving and_critical_thinking_eltecs
Problem solving and_critical_thinking_eltecs
 
Critical Thinking - With Case Study
Critical Thinking - With Case StudyCritical Thinking - With Case Study
Critical Thinking - With Case Study
 
Critical Thinking
Critical ThinkingCritical Thinking
Critical Thinking
 
Dev.read.( final)
Dev.read.( final)Dev.read.( final)
Dev.read.( final)
 
McQueary critical thinking workshop
McQueary critical thinking workshopMcQueary critical thinking workshop
McQueary critical thinking workshop
 
An introduction to principles of critical thinking
An introduction to principles of critical thinkingAn introduction to principles of critical thinking
An introduction to principles of critical thinking
 
My first lecture to critical thinking students
My first lecture to critical thinking studentsMy first lecture to critical thinking students
My first lecture to critical thinking students
 
Critical Thinking Issues, Analysis and Contentions
Critical Thinking Issues, Analysis and ContentionsCritical Thinking Issues, Analysis and Contentions
Critical Thinking Issues, Analysis and Contentions
 
Asking the right questions a guide to critical thinking by m. neil browne, st...
Asking the right questions a guide to critical thinking by m. neil browne, st...Asking the right questions a guide to critical thinking by m. neil browne, st...
Asking the right questions a guide to critical thinking by m. neil browne, st...
 
Developing a critical thinking framework
Developing a critical thinking frameworkDeveloping a critical thinking framework
Developing a critical thinking framework
 
Introduction To Critical Thinking
Introduction To Critical ThinkingIntroduction To Critical Thinking
Introduction To Critical Thinking
 
Teaching Critical Thinking
Teaching Critical ThinkingTeaching Critical Thinking
Teaching Critical Thinking
 
Critical thinking and teaching critical thinking
Critical thinking and teaching critical thinkingCritical thinking and teaching critical thinking
Critical thinking and teaching critical thinking
 

Destaque

The Power of Questioning
The Power of QuestioningThe Power of Questioning
The Power of QuestioningAngela Maiers
 
Surface vs deep questioning
Surface vs deep questioningSurface vs deep questioning
Surface vs deep questioningAdrian Bertolini
 
Yr 10 evening 1015 2
Yr 10 evening 1015 2Yr 10 evening 1015 2
Yr 10 evening 1015 2crobertstshlc
 
Getting Started With SlideShare
Getting Started With SlideShareGetting Started With SlideShare
Getting Started With SlideShareSlideShare
 
Recognizing question stems
Recognizing question stemsRecognizing question stems
Recognizing question stemsqteaches
 
Effective Questioning
Effective Questioning Effective Questioning
Effective Questioning wcctlc
 
Retelling Goldilocks and the Three Bears Lesson
Retelling Goldilocks and the Three Bears LessonRetelling Goldilocks and the Three Bears Lesson
Retelling Goldilocks and the Three Bears LessonTEngelsman
 
Questions and review: Instructional strategies
Questions and review: Instructional strategiesQuestions and review: Instructional strategies
Questions and review: Instructional strategiesDiane Kester
 
Leadership in Terms of Bloom's Tax
Leadership in Terms of Bloom's TaxLeadership in Terms of Bloom's Tax
Leadership in Terms of Bloom's TaxDominica Felici-Skal
 
Best Practices for Successful Schools
Best Practices for Successful SchoolsBest Practices for Successful Schools
Best Practices for Successful SchoolsPAYAM SHOGHI
 
D Quadrant Learning Tie 09
D Quadrant Learning Tie 09D Quadrant Learning Tie 09
D Quadrant Learning Tie 09Nancy White
 
Rigor, Relevance, Relationships
Rigor, Relevance, RelationshipsRigor, Relevance, Relationships
Rigor, Relevance, Relationshipsmerlene.gilb
 
Bump it up to quadrant d social studies
Bump it up to quadrant d social studiesBump it up to quadrant d social studies
Bump it up to quadrant d social studiesNancy White
 
Teaching For Rigor And Relevance
Teaching For Rigor And RelevanceTeaching For Rigor And Relevance
Teaching For Rigor And RelevanceJennifer Dorman
 

Destaque (20)

Bloom's taxonomy
Bloom's taxonomyBloom's taxonomy
Bloom's taxonomy
 
The Power of Questioning
The Power of QuestioningThe Power of Questioning
The Power of Questioning
 
Surface vs deep questioning
Surface vs deep questioningSurface vs deep questioning
Surface vs deep questioning
 
Teaching strategies
Teaching strategiesTeaching strategies
Teaching strategies
 
Questioning 2013
Questioning 2013Questioning 2013
Questioning 2013
 
Yr 10 evening 1015 2
Yr 10 evening 1015 2Yr 10 evening 1015 2
Yr 10 evening 1015 2
 
Questioning
QuestioningQuestioning
Questioning
 
Getting Started With SlideShare
Getting Started With SlideShareGetting Started With SlideShare
Getting Started With SlideShare
 
Recognizing question stems
Recognizing question stemsRecognizing question stems
Recognizing question stems
 
Effective Questioning
Effective Questioning Effective Questioning
Effective Questioning
 
Retelling Goldilocks and the Three Bears Lesson
Retelling Goldilocks and the Three Bears LessonRetelling Goldilocks and the Three Bears Lesson
Retelling Goldilocks and the Three Bears Lesson
 
Questions and review: Instructional strategies
Questions and review: Instructional strategiesQuestions and review: Instructional strategies
Questions and review: Instructional strategies
 
Leadership in Terms of Bloom's Tax
Leadership in Terms of Bloom's TaxLeadership in Terms of Bloom's Tax
Leadership in Terms of Bloom's Tax
 
Best Practices for Successful Schools
Best Practices for Successful SchoolsBest Practices for Successful Schools
Best Practices for Successful Schools
 
Spn plct 9 28
Spn plct 9 28Spn plct 9 28
Spn plct 9 28
 
D Quadrant Learning Tie 09
D Quadrant Learning Tie 09D Quadrant Learning Tie 09
D Quadrant Learning Tie 09
 
Lesson planning
Lesson planningLesson planning
Lesson planning
 
Rigor, Relevance, Relationships
Rigor, Relevance, RelationshipsRigor, Relevance, Relationships
Rigor, Relevance, Relationships
 
Bump it up to quadrant d social studies
Bump it up to quadrant d social studiesBump it up to quadrant d social studies
Bump it up to quadrant d social studies
 
Teaching For Rigor And Relevance
Teaching For Rigor And RelevanceTeaching For Rigor And Relevance
Teaching For Rigor And Relevance
 

Semelhante a Questioning and thinking

Exploring Virtual Collaboration: Adapting Tools
Exploring Virtual Collaboration: Adapting ToolsExploring Virtual Collaboration: Adapting Tools
Exploring Virtual Collaboration: Adapting ToolsInnovation Agency
 
Ba pt ppp directed task week 15
Ba pt ppp directed task week 15Ba pt ppp directed task week 15
Ba pt ppp directed task week 15Lee Hazeldine
 
Questioning And Thinking
Questioning And ThinkingQuestioning And Thinking
Questioning And Thinkingjustjobell
 
Critical Thinking Routines for the Modern Classroom
Critical Thinking Routines for the Modern ClassroomCritical Thinking Routines for the Modern Classroom
Critical Thinking Routines for the Modern ClassroomDivya Samvit Rajagopalan
 
Confronting the comprehension conundrum for upload
Confronting the comprehension conundrum for uploadConfronting the comprehension conundrum for upload
Confronting the comprehension conundrum for uploadjulstover
 
P4C Presentation #gaconf15
P4C Presentation #gaconf15P4C Presentation #gaconf15
P4C Presentation #gaconf15Jlenglish13
 
Study strategies
Study strategiesStudy strategies
Study strategiesnichsara
 
CRITICAL THINKING AND REFLECTIVE PRACTICES.pptx
CRITICAL THINKING AND REFLECTIVE PRACTICES.pptxCRITICAL THINKING AND REFLECTIVE PRACTICES.pptx
CRITICAL THINKING AND REFLECTIVE PRACTICES.pptxUzmaKhan565531
 
Active methods applied on artistic minds1
Active methods applied on artistic minds1Active methods applied on artistic minds1
Active methods applied on artistic minds1minanika
 
CREATIVITY & CRITICAL THINKING - Life Skills Training for High School
CREATIVITY & CRITICAL THINKING - Life Skills Training for High SchoolCREATIVITY & CRITICAL THINKING - Life Skills Training for High School
CREATIVITY & CRITICAL THINKING - Life Skills Training for High SchoolYetunde Macaulay
 
Effectively Differentiating Mathematics Instruction to Help Struggling Students
Effectively Differentiating Mathematics Instruction to Help Struggling StudentsEffectively Differentiating Mathematics Instruction to Help Struggling Students
Effectively Differentiating Mathematics Instruction to Help Struggling StudentsDreamBox Learning
 

Semelhante a Questioning and thinking (20)

Habits of mind for kinston high, feb. 24, 2011
Habits of mind for kinston high, feb. 24, 2011Habits of mind for kinston high, feb. 24, 2011
Habits of mind for kinston high, feb. 24, 2011
 
Exploring Virtual Collaboration: Adapting Tools
Exploring Virtual Collaboration: Adapting ToolsExploring Virtual Collaboration: Adapting Tools
Exploring Virtual Collaboration: Adapting Tools
 
Ba pt ppp directed task week 15
Ba pt ppp directed task week 15Ba pt ppp directed task week 15
Ba pt ppp directed task week 15
 
Thinking & Learning
Thinking & LearningThinking & Learning
Thinking & Learning
 
Questioning And Thinking
Questioning And ThinkingQuestioning And Thinking
Questioning And Thinking
 
Questioning
QuestioningQuestioning
Questioning
 
Critical Thinking Routines for the Modern Classroom
Critical Thinking Routines for the Modern ClassroomCritical Thinking Routines for the Modern Classroom
Critical Thinking Routines for the Modern Classroom
 
Confronting the comprehension conundrum for upload
Confronting the comprehension conundrum for uploadConfronting the comprehension conundrum for upload
Confronting the comprehension conundrum for upload
 
Art of Questioning
Art of QuestioningArt of Questioning
Art of Questioning
 
P4 c teach meet
P4 c teach meetP4 c teach meet
P4 c teach meet
 
P4C Presentation #gaconf15
P4C Presentation #gaconf15P4C Presentation #gaconf15
P4C Presentation #gaconf15
 
Study strategies
Study strategiesStudy strategies
Study strategies
 
Teach learn sample
Teach learn sampleTeach learn sample
Teach learn sample
 
CRITICAL THINKING AND REFLECTIVE PRACTICES.pptx
CRITICAL THINKING AND REFLECTIVE PRACTICES.pptxCRITICAL THINKING AND REFLECTIVE PRACTICES.pptx
CRITICAL THINKING AND REFLECTIVE PRACTICES.pptx
 
Classrooms for Thinking
Classrooms for ThinkingClassrooms for Thinking
Classrooms for Thinking
 
Active methods applied on artistic minds1
Active methods applied on artistic minds1Active methods applied on artistic minds1
Active methods applied on artistic minds1
 
CREATIVITY & CRITICAL THINKING - Life Skills Training for High School
CREATIVITY & CRITICAL THINKING - Life Skills Training for High SchoolCREATIVITY & CRITICAL THINKING - Life Skills Training for High School
CREATIVITY & CRITICAL THINKING - Life Skills Training for High School
 
Speaking 1
Speaking 1Speaking 1
Speaking 1
 
Workshop Five
Workshop FiveWorkshop Five
Workshop Five
 
Effectively Differentiating Mathematics Instruction to Help Struggling Students
Effectively Differentiating Mathematics Instruction to Help Struggling StudentsEffectively Differentiating Mathematics Instruction to Help Struggling Students
Effectively Differentiating Mathematics Instruction to Help Struggling Students
 

Mais de cathie stenhouse (20)

Matariki
Matariki  Matariki
Matariki
 
Patterns for algebra ppt
Patterns for algebra pptPatterns for algebra ppt
Patterns for algebra ppt
 
Reading room5 2015
Reading room5 2015Reading room5 2015
Reading room5 2015
 
Matariki activities2
Matariki activities2Matariki activities2
Matariki activities2
 
Room 4 swimming
Room 4 swimmingRoom 4 swimming
Room 4 swimming
 
camp 2015
camp 2015camp 2015
camp 2015
 
MEMORIES
MEMORIESMEMORIES
MEMORIES
 
What is teh largest Volcano in the World?
What is teh largest Volcano in the World?What is teh largest Volcano in the World?
What is teh largest Volcano in the World?
 
What is the largest volcano
What    is  the  largest  volcanoWhat    is  the  largest  volcano
What is the largest volcano
 
What Makes Volcanoes Erupt
What Makes Volcanoes EruptWhat Makes Volcanoes Erupt
What Makes Volcanoes Erupt
 
I am powerful stories
I am powerful storiesI am powerful stories
I am powerful stories
 
Nga mihi o nga tamariki
Nga mihi o nga tamarikiNga mihi o nga tamariki
Nga mihi o nga tamariki
 
Our river 2
Our river 2Our river 2
Our river 2
 
Lake taupo trek
Lake taupo trekLake taupo trek
Lake taupo trek
 
Our trek to tauhara
Our trek to tauharaOur trek to tauhara
Our trek to tauhara
 
Tauhara stories
 Tauhara stories Tauhara stories
Tauhara stories
 
Emotions
Emotions Emotions
Emotions
 
Discovery Time
Discovery TimeDiscovery Time
Discovery Time
 
Discovery Time SHAPE
Discovery Time SHAPEDiscovery Time SHAPE
Discovery Time SHAPE
 
Discovery TIme Christmas
Discovery TIme ChristmasDiscovery TIme Christmas
Discovery TIme Christmas
 

Último

Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.EnglishCEIPdeSigeiro
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxEduSkills OECD
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxAditiChauhan701637
 

Último (20)

Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
Finals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quizFinals of Kant get Marx 2.0 : a general politics quiz
Finals of Kant get Marx 2.0 : a general politics quiz
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
 
In - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptxIn - Vivo and In - Vitro Correlation.pptx
In - Vivo and In - Vitro Correlation.pptx
 

Questioning and thinking

  • 1. Barbara Wenn: “Three Rivers” ICTPD Cluster Facilitator [email_address] Learning Question? Think!
  • 2. ‘ What’s in a question, you ask? Everything. It is a way of evoking stimulating response. It is, in essence, the very core of teaching.’ John Dewey, 1933
  • 3.
  • 4. Shift to a Question Focus Find out about Dr Suess What influenced the writings of Dr Suess? Study our local town What makes our town a great place to live? Living in …….? What are the attractions and how do they enhance your town? How can we promote …. as a great place to live? Project on trucks / cats / dogs ….. How do zoos promote healthy living conditions for their animals? The Titanic In what ways did the sinking of the Titanic affect the shipbuilding industry? The life and work of Thomas Edison. How has the work of Thomas Edison impacted on our lives? What is your opinion of the story “Holes”? Different personality traits are exposed in the story “Holes”. What impact did imprisonment have on each character?
  • 5. Responding Strategies (Adapted from Clements and Godinho, 2003) Think Time Wait Time Strategy Description Application Sustaining the Question Use probes that encourage the clarification, extension or elaboration of a response. Does anyone have a different opinion? Could you tell us a little more about your idea? Can you provide some evidence to support your point of view? Allowing wait time Learn to be comfortable with the silences, so that wait time is extended. Use affirmative non-verbal signals (such as facial expression, a nod, eye contact or sitting forward) that show engagement and provide encouragement. Minimising feedback Affirm student responses, but avoid excessive praise, which may silence alternative responses. That’s an interesting perspective. Yes, that’s one way. Thank you for that idea. Sharing the floor Encourage the group to respond to each other. Break the habit of T initiating the question, S responds, T responds to the S – so that student dialogue develops. Would anyone like to respond to that idea? How consistent is this response with your thinking? Can someone summarize what has been said? Peter how do you feel about this?
  • 6. Writing good questions is hard! So …….
  • 7.
  • 8. uestion Matrix Q Which When Who Where Why What How is/was ………………………? did …………….………………? can………….…………………? would ……………………….? will ……………………………? might ……………………….? have ………………………….? should….……………………? does ………………………….? do ….………………………….? do you suppose….…….? shall ………………………….?
  • 9. *** OR WHAT ABOUT THESE STARTERS FOR GOOD OPEN QUESTIONS? If you could/were ……. Can there/you…? If …….then how …….? Why do some/we/you …..? What if? What kinds of …..? What changes ………? In what ways will/are …..? I wonder how/why/who/when/where/what……?
  • 10. Weiderhold’s Question Matrix http://www.ltag.education.tas.gov.au/effectteach/Thinking/matrix.htm The questions in the top rows of the matrix are knowledge and information questions and the lower rows are questions that require analysis, synthesis and evaluation. Purpose?   Event Situation Choice Person Reason Means Present What is? Where / When is? Which is? Who is? Why is? How is? Past What did? Where / When did? Which did Who did? Why did? How did? Possibility What can? Where / When can? Which can? Who can? Why can? How can? Probability What would? Where / When would? Which would? Who would? Why would? How would? Prediction What will? Where / When will? Which will? Who will? Why will? How will? Imagination What might? Where / When might? Which might? Who might? Why might? How might?
  • 11. Wonder Wall Questions in a New Entrant Class (Te Uku School)
  • 12.
  • 13.
  • 15.
  • 16. Using the Question Starter Cards: presenting news ( Te Uku School)
  • 17. 5 Whys? What's in the box? Who am I? What am I?
  • 19. Questions? Think! Fat Skinny Open Closed
  • 20.  
  • 21.
  • 24.
  • 25. Provide the scaffolding Questions: Facts/Suggestions "What is the problem here?" "What would this look like in a picture, drawing, in another form, in the form I like best?" "What am I stuck on? What do I need to know?" "What are the smallest pieces I can break this down into and still have it make sense?" "What might work? What can I try?" "What are all the things I could do?" "What do I know about that is like this?"
  • 26.  
  • 28.
  • 29.  
  • 30. De Bono’s 6 Thinking Hats WEAKNESSES INFORMATIVE THINKING CREATIVE THINKING EMOTIONAL THINKING POSITIVE CONSTRUCTIVE THINKING ORGANISATIONAL THINKING
  • 31. Customized Hats to hook in the boys!
  • 32. Ohaupo School Juniors – deciding on how to set up their shop
  • 33. 4. What is the conclusion? 3. What are the alternatives? 2. What do we know about the situation? 1. How do we feel? 2. What are the difficulties and dangers? 1. What are the good points? Emotions Evaluation 2. What are the difficulties and dangers? 1. How do we feel about this? 2. Can we summarize the good points? 1. What are the good points? Direct Action Quick Assessment 2. What are the possible explanations? 1. What do we know about the situation? 3. What ideas can we think of? 2. What do we know about the situation? 1. What is the thinking task? Explanation First Ideas 2. How can we overcome them? 1. What are the weaknesses? Improvement Six Thinking Hats Simple Sequences SIX HAT SEQUENCES -1 Hawker Brownlow Education #2525 Teaching Thinking Skills in the Primary Years
  • 34.
  • 36. David Hyerle – Thinking Maps
  • 37. Bridge Map  Circle Map 
  • 40.  
  • 42. to show a plan for Exciting Writing (Te Uku School)  Brace Map
  • 43. ANDERSON’S TAXONOMY – Verbs, Materials/situations that require this level of thinking, Potential Activities & Products REMEMBERING UNDERSTANDING APPLYING ANALYSING EVALUATING CREATING Hats VERBS Tell, List, Describe, Relate, Locate, Write, Find, State, Name, Identify, Label, Recall, Define, Recognise, Match, Reproduce, Memorise, Draw, Select, Write, Recite Explain, Interpret, Outline, Discuss, Distinguish, Predict, Restate, Translate, Compare, Describe, Relate, Generalise, Summarise, Put into your own words, Paraphrase, Convert, Demonstrate, Visualise, Find out more information about Solve, Show, Use, Illustrate, Construct Complete, Examine Classify, Choose Interpret, Make Put together, Change, Apply, Produce, Translate, Calculate, Manipulate, Modify, put into practice Analyse, Distinguish, Examine, Compare Contrast, Investigate Categorise, Identify Explain, Separate Advertise, Take apart Differentiate, Subdivide, deduce, Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Rate, Prioritise, Determine, Critique, Evaluate, Criticise, Weigh, Value, estimate, defend Create, Invent, Compose, Predict Plan, Construct Design, Imagine Propose, Devise Formulate, Combine, Hypothesize, Originate, Add to, Forecast, MATERAILS SITUATIONS Events, people, newspapers, magazine articles, definitions, videos, dramas, films, textbooks, television programs, recordings, media presentations Speech, stories, drama, cartoons, diagrams, graphs, summaries, outlines, analogies, posters, bulletin boards. Diagrams, sculptures, illustrations, dramatisations, forecasts, problems, puzzles, organisations, classifications, rules, systems, routines. Surveys, questionnaires, arguments, models, displays, demonstrations, diagrams, systems, conclusions, reports, graphed information Recommendations, self-evaluations, group discussions, debates, court trials, standards, editorials, values. Experiments, games, songs, reports, poems, speculations, creations, art, inventions, drama, rules. POTENTIAL ACTIVITIES & PRODUCTS Make a list of the main events . Make a timeline of events. Make a facts chart. Write a list of any pieces of information you can remember. List all the …in the story. Make a chart showing.. Make an acrostic. Recite a poem Cut out or draw pictures to show a particular event. Illustrate what you think the main idea was. Make a cartoon strip showing the sequence of events. Retell the story in your own words. Paint a picture of some aspect you like. Write a summary report of an event. Prepare a flow chart to illustrate the sequence of events. Make a colouring book. Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a papier-mache map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game showing the ideas from an area of study. Make a clay model of an item in the area. Design a market strategy for your product. Dress a doll in costume. Paint a mural. Write a textbook outline. Design a questionnaire to gather information. Write a commercial to sell a new product. Conduct an investigation to produce information to support a point of view. Construct a graph to illustrate selected information. Make a jigsaw puzzle. Make a family tree showing relationships. Put on a play about he study area. Write a biography of the study person. Prepare a report. Arrange a party and record as a procedure. Review apiece of art including form, colour and texture Prepare a list of criteria to judge a ……..show? Remember to indicate priorities and ratings. Conduct a debate about a special issue. Make a booklet about 5 rules you see as important to convince others. Form a panel to discuss views. Write a letter to .... advising on changes needed at … Write a half yearly report. present your point of view. Invent a machine to do a specific task. Design a building to house your study. Create a new product, give it a name and then devise a marketing strategy. Write about your feeling sin relation to … Design a record, book or magazine cover. Sell an idea. Devise a way to … Compose a rhythm or put new words to an old song.
  • 44. Using the story “Goldilocks and The Three Bears” Knowledge List the items used by Goldilocks while she was in the bears’ house. Comprehension Explain why Goldilocks liked Baby Bear’s chair the best. Application Demonstrate what Goldilocks would use if she came to your house. Analysis Compare this story to reality. What events could not really happen? Synthesis Propose how the story would be different if it were Goldilocks and the Three Fish. Evaluation Judge whether Goldilocks was good or bad. Defend your opinion.
  • 45. Tony Ryan’s Thinker’s Keys X 20 Different Uses Alphabet Brainstorming Disadvantages Reverse What if?
  • 46. How will we know? Questioning Rubric Next steps in learning Assessment WALT 1 Novice 2 Beginner 3 Apprentice 4 Practitioner 5 Expert We are learning to develop effective questions. I can make a statement. I need help to ask a question. I can ask and answer a simple closed question. I can ask an open question and attempt to find answers using key words. I can sort questions into groups according to set criteria. I can use the Matrix to create a variety of question types on any given theme to suit the intended purpose.
  • 47. "Once you have learned how to ask questions - relevant and appropriate questions - you have learned how to learn and no one can keep you from learning whatever you want or need to know." Postman and Weingartner (1969) Where to for you?

Notas do Editor

  1. Bus Stops – statements questions captions what’s happening in picture?