Questioning: Teacher and Student
Who questions much, shall learn much, and retain much.
Francis Bacon (1561-1626) British statesman and philosopher.
· Teacher directed questions: What type of questions are we asking?
· Student-Generated Questions: Are the students thinking about, sharing and answering their own questions? Who is doing the learning?
Benefits of Student Questioning:
· Turns responsibility for critical thinking to students. You don’t write the questions. They do.
· Engages students to actively think and aids in clarifying and monitoring understanding.
· Helps students draw inferences.
· Helps generate discussion about text. They are the seekers of knowledge.
What to do: Into, Through, Beyond
1. Discuss the different types of questions (both that you ask and that they need to think about) and the difference between them. Model a few at this point (could look at a test and type of questions asked).
2. Pre: Choose an article, cartoon, picture, reading and ask students to preview the text or picture by looking at the parts (headings, captions, etc.) and write down their initial questions.
3. Discuss the types of questions they asked – thick and thin. Emphasize that “thick” questions
4. During: Now, dig deeper. As they continue looking at the text, have them continue writing questions.
5. After: Once they are done, stop and discuss the types of questions they are asking. Often, most become “thin” questions. Talk about how to make a thin question into a thick question while discussing the reading.
6. When they are done, they complete the last column and the rest of the handout.
Ø When first introducing types of questions and their importance in your content area, you will want to slow this down,; discuss the types of questions they are asking while discussing.
Ø After this, students can independently complete this.
Question / Answer Relationship (QAR)
In the Book---Right There (thin question)The Answer to this type of question is stated directly in the text.
1. Where I the Constitution is freedom of speech mentioned?
2. When was the Constitution written?
3. What is matter?
4. What is the structure of fungi?
5. Describe two-dimensional art.
They are sometimes called “literal” questions because the answer can be found somewhere in the reading. / In the Book---Think and Search
To answer this kind of question, you must put together different pieces of information found in the text.
1. What protections fall under freedom of speech?
2. How is freedom of speech like another freedom guaranteed by the Constitution?
3. Explain the reproduction process of fungi.
4. Compare two-dimensional art to three-dimensional art.
You must think about how ideas or information relate to each other. Look back at the passage, find the information that the question refers to, and then think about how the information or ideas fit together.
In My Head---On My Own
The answer to this type of question is not found in the text – you must connect a concept to something you already know.
1. When might you want to be sure you have freedom of speech?
2. What is an example of someone using her right to free speech?
3. Where do you think fungi exists?
4. Describe a piece of art that inspired you.
This can be answered using background knowledge on a topic. / In My Head---Author and You
The answer to this type of question is not found in the text-you must connect something you already know.
1. Why is it necessary for a nation to have a written constitution?
2. What might life be like in the United States if there were no Constitution?
3. Critique an art piece using the terminology provided.
4. What could happen if you used ______instead of _____?
5. Compare two characters in the story and decide which was better and why.
These are often after reading to offer opinion or “read between the lines” and make inferences. When inferring, you must draw conclusions when the answer is never clearly stated. You bring personal meaning to the text by connecting it with prior knowledge. Use hints or clues in the text or data to figure out the best solution to the problem or make a decision. You must dig deeper than the surface detail to get to other meanings that are suggested or implied but not stated directly.