Thinking through Quality Questioning:Deepening Student Engagement

Below is a summary of the evernotes I took during our thinking through quality questions session with Jackie Walsh & Beth Sattes. (Authors of Thinking Through Quality Questioning) We had a jam packed day of collaboration, intense discussion, activities, & technology integration. The highlights, in my opinion, are listed below. The full evernote summary will also be attached below! 

Our purpose- To engage all of our students through throught provoking, quality questions to promote a classroom where thoughtfulness is happening everyday. 

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Big Questions

HOW DO WE FRAME QUALITY QUESTIONS?

HOW DO YOU HELP STUDENTS LEARN TO THINK & STRENGTHEN THROUGH SCAFFOLDING?

FORMATIVE FEEDBACK- HOW DO YOU USE FEEDBACK? HOW DO YOU HELP STUDENTS TO KNOW WHRE THEY ARE?

PROMOTE RESPONSIBILITY- STUDENTS OWNING THE RESPONSIBILITY TO FRAME ANSWERS-THINK OF QUESTIONS

TRUE LEARNING HAPPENS WHEN YOU HAVE A QUESTION THAT YOU WANT AN ANSWER TO…(how do we give them the questions that we provoke not only answers, but more questions?)

THIS IS ALL BUILT AROUND CLASSROOM & SCHOOL CULTURE- (how do we begin to embed thinking through quality questions into every aspect of our school & community?)

Collaborative Groups

we worked through the day in communities of practice. These communities of practice will serve as or collaborative groups & support systems as we work through embedding thinking through quality questions in our classes throughout the year.

Roles & Responsibilites-

Facilitator- Recorder-Reporter-Timekeeper-Material’s Manager

Ground Rule for Collaborative Groups

*Be open to & respect all points of view

*Listen with an open mind & expect to learn from eachother

*accept responsibility for active & equitable participation by each member

*check for understanding, before you counter an idea, be sure you fully understand what is being said

Bobba- “What I heard you say was, _________ (repeat)- then go into your comment”

*allow think time

*welcome questions

-How great to not only work together as colleagues like this, but also to embed these rules into your classroom! 

-What happens when someone does not comply? How do these issues get resolved? Whose job is it to address these issues of imbalance?

Kisha- “let people be who they are- don’t force functions- follow the principle of I am doing the best I can- keep modeling & stay positive- force does not work”

other notes on collaboration ground rules:

 active listening can be a real answer to that

what I heard you say IS (this is automatic respect) 

Norms for collaboration- before we do this-this is what is expected

“true discussions” what does it look like to be open to all points of view- show them what the value of that is

use schoology after intoducing guidelines could really promote using these guidelines

pg.2- 2 of the critical components of collaborative groups- must be equal roles- if you have roles & responsibilities- talk a/b it, making it work

Actual grouping- composition depends on the purpose

Affinity Mapping 

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purpose: Engage students in analyzing data to identify relationships & create conceptual categories.

why- activate prior knowledge & experience

how- reflect individually and collab w your table group to categorize group responses

Big Ideas- Reflection & Megacognition, Engage, Decide & apply, Collaborate, connect & discuss, question, all about the body

The Thought-The process-the answer- engage-engage-engage

“thinking is a free fall! jump in!” -Mathis

 

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decipher, connect, paraphrase, process, see the big picture to answer

once you find the answer it leads to more questions 

do you have to care about the question to really give an answer? -Kisha 

“thinking is being alive”- Mathis

making sure that they know what you are asking- relevant- exciting- in students rang/ability to answer- not to hard not easy

asking questions that relate to the individual but that a lot of individuals can connect to

no opt out- force participation- by we won’t proceed until you share

hook & build- questions

looking at questions- the first dimension is the focus- whats it about and is it interesting to them?

#1 WE CAN DO IS ALLOW COMPARING & CONTRASTING- LISTEN, REFLECT- THAT IS about thinking- the process is collaboration, the answer is performance

“engaging for a cause”  

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activities are documented in back of book pg. 151

Affinity Mapping- it it goal oriented, it allows individual to think and then share with the group,making connections, make connections w prior knowledge, between eachothers ideas- makes you rethink what you initially thought of- more than one way to state it-more than one right answer- first ground rule-(hearing & valuing others)

see the full thought process before you respond- makes response more valid- listening is not just from voice

schoology allows for deep reflection-can respond later- can add to it- the thinking never ends

how to get to them

variety is the spice of learning- listen better b/c you can see it- WE ARE DEALING WITH A GENERATION OF VISUAL LEARNERS- APPLY THEM ALL TOGETHER- Sattes

academic vocabulary- do not have the vocabulary to express themselves academically but they know it in their own words- give students the freedom to say what they do know

“we are a classroom of ANDS not BUTS”

replace the word BUT with AND to take away the negative and focus on the thinking/learning

begin with the end in mind- why are you doing this? what do you want to learn? 

how am i connecting with what I already know? how am I monitering my progress? how I am developing responisibility & ownership & how can I take my learning to the next level

THINKING ABOUT THINKING!!!  

take time to have them thinking a/b their thinking & their learning

 

“the search for meaning is at the heart of motivation” – Hopkins 2010, p.19

its not a/b the teacher asking better questions its ab the students thinking-the students are worth pursuing & then creating their own questions 

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bulleted descriptions of graphic- share with students

other ideas that affinity mapping created for us…If you begin with the end in mind- Student will know & understand where we are-where we are going- why we are going- and how we are going to get there

do they KNOW what they are trying to learn

need a rubric, need a criteria for success, need feedback- “no learning, just doing” 

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need a goal, formative assessment to measure towards goal- PBL- start with 1 question!!

college/life eligable vs. college/life ready

“telling is not teaching” we cannot learn for students- they must do the learning themselves- Jackie

THINKING vs. REMEMBERING- “it is more important that they know how to get there, not what it is they are getting to”- Kisha Woods

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Frame Questions– “Create a classroom culture of thinking”

-Determine content focus

-consider instructional function

-stipulate expected cognitive level

-match to social context

-polish grammar and word choice

(rubric in book- pg.19-20)

what is the rubric for an “acceptable” answer 

-content mastery

-engagement

-cognitive levels

-interactions w. peers

re-culture your classroom- makes questions about THINKING

knowledge is not enough- IM LISTENING TO YOUR THINKING

“power words” activity-language levels- Howell

They have a job- that job is to think!- Jackie

“que students what you want by the types of questions you ask”- Smith

ITS NOT ENOUGH TO GUESS THE RIGHT ANSWER- TO BE ALIVE- HAVE SOME CURIOSITY- TO HAVE A FAULT

THEY HAVE TO KNOW THEIR ROLES ARE CHANGING TOO

STEM QUESTION- ANSWER THEN WRITE THEIR SUPPORTING INFORMATION-Reflect on their own learning (big part of PBL)

YOU HAVE TO CHANGE THE ROLE OF THE STUDENT IN THE CLASSROOM

NORMS

“THE WAY WE DO BUSINESS AROUND HERE” -use book ideas & collaborative ground rules to begin to bult

“RULES OF ENGAGEMENT”

NEW NORMS FOR THE BUSINESS OF TEACHING & LEARNING- A/B STUDENT RESPONSIBILITY

I AM ASKING QUESTIONS B/C I WANT TO KNOW WHAT YOU ARE THINKING- FA + QQ

WAIT TIME- TIME TO THINK 3-5 SECONDS- 3 GIANT STEPS FORWARD IN THE CLASSROOM

WAIT TIME 2- TIME THAT I WAIT AFTER A STUDENT STOPS SPEAKING BEFORE I INTERJECT

CHAINING- ROBERT MARZANO- ask a question, wait (thinking), call on student to respond, then link it but I have a student repeat their understanding, go around the classroom and have a conversation that is chaining- active listening- respecting- active repetition- “reinforcement is the mother of memory”- Jackie

“listening with respect” – thinking through learning

set the climate for the questions- Jackie

Visual Synectic (4 corners)

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4 pictures- which best visually represent the charecteristics of good questions- (think, write, move, collaborate small group, come back-discuss all corners large group)

GREAT DEEP ANALYSIS ACTIVITY

my initial reaction- Key Largo! So much to discover, so many depths! 

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(when doing this activity with students have them write down which corner they are going to before they move so they don’t just follow friends- Sattes)

connect something you know with something you like- this connecting of 2 things that are so unalike- gives a unique perspective 

variety-perspective-relevance

abstract to concret

theinking aloud happens

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remembers and keep thinking about it longer and connecting it to other things- CREATING DEEP MEANING, UNDERSTANDING, SOMETHING TO COME BACK TO & BUILD OFF OF.

making connections- establishing relevance- describe thinking the same as questions

which one best represents your collective thinking- working with a group is essential for this

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e-clicker app: great for polls, prior knowlege, quick low-level blooms, focus, guided question

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Case Study/Bloom’s Revised

Content/Question Focus- aligned-relevant-connected

Knowledge Dimension- factual-conceptual-procedural-Metacognitive 


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What is my question asking them- knowledge wise? where does the question fall on Bloom’s? How can we critique eachother’s questions? Build stronger questions?

“the more you can ask a question that overlaps 2-3 of these areas (of Bloom’s) the more strong the question & the more deep engaged thinking will occur”- Sattes

pg. 25- The Reasons we ask questions

what is the purpose of this question? pg. 25

Remember- recalling & recongnizing facts

Understand- essence to know a subject or term inside and out 

Apply- execute & implement- more rigorous and transfer into a different situation

Analyze- gateway to critical thinking- differentiate, question, experiment, test, inference through analysis 

Evaluate- making judgements a/b core standards a/b checking the facts- making a judgement in the end

Create- taking prior knowedge, info and experience to develop something original 

ask departments evaluate your questions

data- show it works

Nobody can do it for us. We must collaborate with eachother & create quality questions that support thinking & deep engagement. 

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Checkout Thinking Through Quality Questioning:Deepening Student Engagement http://bit.ly/r7X6GF

So, PLN I ask you: how do you frame essential questions in your classroom? How do you collaborate with fellow teachers to create these questions? How do you approach teachers who are not collaborating and/or implementing these types of questions into their classrooms? What are your success stories with quality questions? Where are you going with questioning now?

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3 thoughts on “Thinking through Quality Questioning:Deepening Student Engagement

  1. I really enjoyed all this information. I went to a similar training this summer that focused on critical thinking, getting deep in content for gifted learners, but I think its good for all learners. I love the idea of "concept" and essential questions that can lead to a lot of avenues of learning. Now that I am teaching 4/5 social studies and science I think it will really be a big part of my instruction. We will definitely continue this conversation as my planning develops for this year! Nice post!

  2. What a great summary of yesterday! I am interested in learning more about the reaction of your peers and what next action steps will be taken!

  3. Thank you, Beth, for a creative, visual, and exciting summary of Tuesday’s session. The THS/TMS participants were awesome–the visuals demonstrate the thinking that occurred across the room. Beth Sattes and I were gratified by your response. I look forward to following your journey over the coming year. BTW, the technology integration was powerful. It truly enhanced the learning. I am now a schoology convert and plan to use it, as appropriate, with other groups. Thanks for your encouragement and support!

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