*I attended TASSP in Austin and spent time in several sessions that focused on checkpoints and questioning. I am sharing some of the takeaways from my learning.
I believe as educators we have to ask better questions, so that our students in turn can learn to ask better questions. Questions are powerful in our classrooms. When crafting a question a teacher must decide if is the question is to pre-assess, lead learning, check for understanding, or for reflection?
I believe as educators we have to ask better questions, so that our students in turn can learn to ask better questions. Questions are powerful in our classrooms. When crafting a question a teacher must decide if is the question is to pre-assess, lead learning, check for understanding, or for reflection?
Developing and planting purposeful questions takes time and is not necessarily easy. Time spent brainstorming and generating questions as a PLC will pay off. We must remember that the timing of questions is also important, and to get the timing right questions should be generated in the planning stage of instruction. Different levels and types of questions are needed depending on where students are in their learning. When planning instruction there are three categories questions can fall within to bring out students' thinking.
Prediction/Pre-lesson/Background Knowledge - These questions are asked before a concept is taught. They will give you an idea of students’ background knowledge or opinion on a concept. They might start with these sentence stems:
Checks of understanding
These questions are designed to give you information on students’ level of understanding of a concept. For these questions, you want to make student thinking visible. Avoid yes/no, multiple choice, or a simple recall of information. Instead ask students to elaborate in their explanation. Think about starting the questions with words such as:
These questions are designed to give you information on students’ level of understanding of a concept. For these questions, you want to make student thinking visible. Avoid yes/no, multiple choice, or a simple recall of information. Instead ask students to elaborate in their explanation. Think about starting the questions with words such as:
Reflection
Reflection questions are designed to get students to think about the lesson or make a connection with the learning or content. I believe that reflection questions are what drive students to connect information and push their own learning further. Some ideas for reflection questions are:
Reflection questions are designed to get students to think about the lesson or make a connection with the learning or content. I believe that reflection questions are what drive students to connect information and push their own learning further. Some ideas for reflection questions are:
As educators focusing on generating and asking good questions models the power of questioning for our students. Ultimately we want learners to leave our classrooms being experts at asking questions, as it will be the questions that they generate that continue to drive and push their learning.
If you haven’t read A More Beautiful Question by Warren Berger, I highly recommend it. The books focuses on the power of inquiry to spark breakthrough ideas. (Below is the book trailer.)
I would love for anyone to share their journey in questioning or any learning that they have been involved in that has helped them craft stronger questions that guide inquiry.
If you haven’t read A More Beautiful Question by Warren Berger, I highly recommend it. The books focuses on the power of inquiry to spark breakthrough ideas. (Below is the book trailer.)
I would love for anyone to share their journey in questioning or any learning that they have been involved in that has helped them craft stronger questions that guide inquiry.
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