Learning Targets: Long-term target: I can plan quality questions - - PowerPoint PPT Presentation

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Oct 22, 2023 108 likes •187 views

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

SLIDE 1

Learning Targets:

Session target:

I can examine the characteristics of quality questions

(Walsh & Sattes, 2005) and reflect upon my own practice

f formulating questions to identify one “stretch” goal.

Long-term target:

I can plan quality questions that hold the greatest

potential for scaffolding student thinking to higher cognitive levels.

SLIDE 2

What are the characteristics of quality questions?

Walsh & Sattes, 2005.

SLIDE 3

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/

SLIDE 4

Boredom

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)

Vogler (2008)

SLIDE 5

Boredom

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)

SLIDE 6

Boredom

http://www.learnnc.org/lp/media/articles/bloom0405-3/bloompix.html http://www.loc.gov/pictures/collection/det/item/det1994012711/PP/

Learning Targets:

Session target:

(Walsh & Sattes, 2005) and reflect upon my own practice

Long-term target:

potential for scaffolding student thinking to higher cognitive levels.

What are the characteristics of quality questions?

Why use questions to elicit knowledge students have already studied and/or learned?

○ Nuthall (1999) - 4 exposures to new knowledge; ○ Exposures involve teaching students to use more advanced thinking skills. Comprehension Analysis

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)

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)

What might you infer about these youth based on this photo? analyze