Questioning

Why do we need questions?

 Why do we need
questions?
They need these thinking skills to score well on increasingly tough
school tests, but more importantly, they need these skills to score
well on the increasingly baffling tests of life . . .

how to vote?
how to work?
how to love?
how to honor?
how to respect?
how to invent?
how to understand?
how to grow?
how to adapt?
how to sing?
how to pass it on?
Why do we need
questions?
Smart questions are essential technology
for those who venture onto the
information highway. Without strong
questioning skills, you are just a
passenger on someone elseʼs tour bus.

You may be on the highway.. but someone

else is doing the driving.
Activity 1: Curly questions!
 Curly Questions!
Group A

Which is more important:

actual experiences, or the
memories that remain when the
experiences are over?
 Curly Questions!
Group A
Group B
Which is more important:
actual experiences, or the If you could have one
memories that remain when the superpower, which would you
experiences are over? choose?
 Curly Questions!
Group A
Group B
Which is more important:
actual experiences, or the If you could have one
memories that remain when the superpower, which would you
experiences are over? choose?

Group C Group D

If you could have dinner with 3 Who is a better role model for
people from any time in history, children: Barbie or G. I. Joe?
whom would you invite?
 Curly Questions!
Group A
Group B
Which is more important:
actual experiences, or the If you could have one
memories that remain when the superpower, which would you
experiences are over? choose?

Group C Group D

If you could have dinner with 3 Who is a better role model for
people from any time in history, children: Barbie or G. I. Joe?
whom would you invite?
Now sort your questions
into groups...
What sort of questions are
there?
Factual questions

Factual questions have only one correct answer, like "What did
you have for breakfast this morning?"
Factual questions

Factual questions have only one correct answer, like "What did
you have for breakfast this morning?"

Factual questions usually make the best inquiry-based projects,

as long as they are answerable and have room for
exploration.
Interpretive questions

•! Interpretive questions have more than one answer, but

they still must be supported with evidence.
Interpretive questions

•! Interpretive questions have more than one answer, but

they still must be supported with evidence.

For example, depending on their interpretations, people can

have different, equally valid answers to "Why did Ahab
chase Moby Dick?"
Interpretive questions

•! Interpretive questions have more than one answer, but

they still must be supported with evidence.

For example, depending on their interpretations, people can

have different, equally valid answers to "Why did Ahab
chase Moby Dick?"

Interpretive questions are effective for starting class discussions,

for stimulating oral and written language exercises and,
sometimes, for leading to good inquiry-based learning
projects.
 Evaluative questions
Evaluative questions ask for some kind of opinion, belief or point
of view, so they have no wrong answers.
 Evaluative questions
Evaluative questions ask for some kind of opinion, belief or point
of view, so they have no wrong answers.

Nonetheless, the answers do depend on prior knowledge and

experience, so they are good ways to lead discussions (e.g.,
"What would be a good place to take the kids on a field trip?")
and explore books or other artistic works (e.g., "Do you agree
with Ahab's views on whales?").
 Evaluative questions
Evaluative questions ask for some kind of opinion, belief or point
of view, so they have no wrong answers.

Nonetheless, the answers do depend on prior knowledge and

experience, so they are good ways to lead discussions (e.g.,
"What would be a good place to take the kids on a field trip?")
and explore books or other artistic works (e.g., "Do you agree
with Ahab's views on whales?").

They rarely make for good inquiry-based projects because they

are internally focused, but they can be a great way to connect
with and elicit interaction from young or shy students (e.g.,
"Who's your favorite Pokemon?")
Open & Closed
Questions
A closed question is one in which there are a limited number of
acceptable answers, most of which will usually be anticipated by the
instructor.
Open & Closed
Questions
A closed question is one in which there are a limited number of
acceptable answers, most of which will usually be anticipated by the
instructor.

For example, "What is a definition for 'adjective'?" requires that

students give some characteristics of adjectives and their function.
While students may put the answer in their own words, correct
answers will be easily judged and anticipated based on a rather
limited set of characteristics and functions of adjectives.
Open & Closed
Questions
An open question is one in which there are many acceptable
answers, most of which will not be anticipated by the instructor.
Open & Closed
Questions
An open question is one in which there are many acceptable
answers, most of which will not be anticipated by the instructor.

For example, "What is an example of an adjective?" requires only

that students name "any adjective." The teacher may only judge an
answer as incorrect if another part of speech or a totally unrelated
answer is given. Although the specific answer may not be anticipated
the instructor usually does have criteria for judging whether a
particular answer is acceptable or unacceptable.
www.20q.net
Activity 2: The Question
Game
The Question Game
Try playing The Question Game with your kids. To start, two
participants decide on a topic to question. One person starts with
an open-ended question, then the other person responds with a
related open-ended question. This goes back and forth as long as
they can continue without making a statement or repeating a
previous question.
 The Question Game
For example, the topic might be an object in the room, such as a
light bulb:
A: Why is it important to have light?
B: Where does light come from?

A: How does light help people?

B: Where is light used?

A: What would happen if there were no light?

Try asking a question and going around the room, each person
asking a question based on the one before.
Ok...back to the questions
 Why?
Why? is the favorite question of four-year-olds. It is the
basic tool for figuring stuff out (constructivist learning).

Why does the sun fall each day?

Why does the rain fall?
Why do some people throw garbage out their car
windows?
Why do some people steal?
Why do some people treat their children badly?
Why can't I ask more questions in school?
 How?
How? is the inventor's favorite question. How is the tool which fixes
the broken furnace and changes the way we get cash from a bank.
How inspires the software folks to keep sending us upgrades and
hardware folks to create faster chips.

How could things be made better?

This question is the basis for problem-solving and synthesis. Using
questions to pull and change things around until a new, better
version emerges.
 Which?
This question requires thoughtful decision-making - a reasoned
choice based upon explicit (clearly stated) criteria and evidence.

Which? is the most important question of all because it

determines who we become.
Which school or trade will I pick for myself?
Which path will I follow?
How do I know which
question to use?
 How do I know which
question to use?
One way is to use Bloom’s taxonomy to refer to "lower-level" and
"higher-level" questions.
Lower level questions are those at the knowledge, comprehension,
and simple application levels of the taxonomy.
Higher-level questions are those requiring complex application
(e.g., analysis, synthesis, and evaluation skills).
How do I know which
question to use?
Usually questions at the lower levels are appropriate for:
" 1."evaluating students' preparation and comprehension.
" 2."diagnosing students' strengths and weaknesses.
" 3."reviewing and/or summarizing content.
 How do I know which
question to use?
Questions at higher levels of the taxonomy are usually most
appropriate for:
" 1."encouraging students to think more deeply and critically.
" 2."problem solving.
" 3."encouraging discussions.
" 4."stimulating students to seek information on their own.
How do I help my students
ask better questions?

In general, start questions with

"how," "what," “which,”"where,"
"why" or "when."
How do I help my students
ask better questions?
Make sure everyone is prepared. This could mean that everyone
has received the hand-outs or that you've read aloud the story
you want to talk about.

Know your purpose. Is the goal to arrive at a decision or merely

to brainstorm possible ideas that you'll follow up on later?

Opinions should always be supported with evidence. If you're

discussing a book, for example, ask follow-up questions about
why the student believes what she does.

Leaders only ask questions; they do not answer them.

 C.A.M.P.E.R
CRITICAL QUESTIONS

C
CONSEQUENCES What are the consequences of believing this?

CONSISTENCY How consistent is the information?

A
ASSUMPTIONS What assumptions have been made here?

ACCURACY How accurate is the data / information?

M
MEANING What is the meaning of this?

MAIN POINTS What is the main point here?

P
PREJUDICE What prejudice is being shown here?

POINT OF VIEW What other points of view could be expressed?

E
EVIDENCE What evidence is given to support the claims?

EXAMPLES What examples are given to back up claims?

R
RELEVANCE How relevant are the claims?

RELIABILITY How reliable is the source, writer, information?

CAMPER for the Internet
CRITICAL QUESTIONS

C
CONSEQUENCES What is the consequences of me believing all of this as it is presented?
CONSISTENCY How consistent is the information compared to other sources?
CURRENCY Is there a bibliography?
Does the site link to other sources of information about my topic?
How current is the information and is the site updated regularly?

A ASSUMPTIONS
ACCURACY
AUTHORSHIP
What assumptions have been made here?How accurate is the information?Who is the
author? What are the author's credentials?Who is the intended audience?

AUDIENCE

M MEANING What are the main points here?

MAIN POINTS What isn't here?

P PREJUDICE
POINT OF VIEW
Who is the provider of the information - is the site edu / com. / org / gov?
What is the author's point of view or bias? What is the other point of view?
What is the purpose of the site - inform / persuade / explain?
PROVIDER
PURPOSE

E EVIDENCE
EXAMPLES
What is the evidence to support the claim?
What examples are provided?

R
RELEVANCE How relevant is this site to my research / key questions?
RELIABILITY Is the site reliable - easy to navigate, clear and quick to download?
How do I help my students
ask better questions?
Care about each question you ask. Avoid generic questions and
prepare some good questions in advance.

Maintain a high energy level and enthusiasm. It's contagious!

Spontaneous interpretive questions are an important part of all

discussions. Preparing questions in advance will actually lead to
better spontaneous questions as well.

All good questions always lead to more questions. Be aware of

practical and logistical issues, such as time limits, but never
squelch enthusiasm when kids are on a roll.
 How do I help my students
ask better questions?

Whenever possible and appropriate, use techniques like mapping

to provide a conceptual, visual structure to the ideas you're
hearing.

Let people see you writing their thoughts and ideas on the map.
The Classroom Climate
Classroom climate

The attitude of teacher toward questions.

Are they viewed as digressions, annoyances, to be hurried through,

to be answered correctly, to show what students do not know?

Or are they tools for the job of learning, toys for playful minds, full
of puns, answers for other questions, an indication of powerful
thinking, a celebration of curiosity?

Are they answered with care, given special place in discussions,

written without answers, given without requirements, extended with
more questions?
The Question Matrix
 The Question Matrix

What is it?

A visual tool to assist students and teachers devise a

range of questions around a topic or idea.
 The Question Matrix

How is it organised?

It is a matrix of 36 question starters that:

are based on Bloom’s taxonomy
encourage a range of questioning from simple recall
through to predictive and imaginative questions.
Become more open moving down the chart.
 The Question Matrix
Where can it be used?

Within curriculum areas (eg: devising questions to

respond to text)
Across curriculum areas (eg: developing integrated
units)
For specific skill development (eg: group skills)
To allow for independent study and pupil
involvement in their own learning
In conjunction with other tools to develop thinking
skills
 The question matrix
Event Situation Choice Person Reason Means

Where/
Present What is? Which is? Who is? Why is? How is?
When is

Where/
Past What did? Which did? Who did? Why did? How did?
When did?

Where/
Possibility What can? Which can? Who can? Why can? How can?
When can

Where/ Which
Probability What would? Who would? Why would? How would?
When might? would?

Where/
prediction What will? Which will? Who will? Why will? How will?
When will

Where/ Which
Imagination What might? Who might? Why might? How might?
When might? might?