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ASKING BETTER QUESTIONS
Sharon Keegan
Characteristics of Teachers Who Expect Students to
Learn at High Levels
High Expectations
Challenging Curriculum
Instruction: High-level Questioning
Instruction: Differentiation and Multiple Intelligences
3 Models of Questioning
New Bloom’s Taxonomy
Ciardello’s Four Types of Questions
Quality QUESTIONS
New Bloom’s Taxonomy
OLD NEW
Ciardiello’s Four Types of Questions
Question Types Cognitive Operations
Memory Naming, defining, identifying
Convergent ThinkingExplaining, comparing,
contrasting
Divergent
ThinkingPredicting, hypothesizing,
inferring
Evaluative ThinkingValuing, judging, justifying,
choices
CIARDIELLO BLOOM
Question Types Cognitive Operations
Memory
Convergent Thinking
Divergent
Thinking
Evaluative Thinking
Characteristics of Good Questioning
Q - qualityU - understandingE - encourage multiple responsesS - spark new questionsT - thought-provoking I - individualizedO - ownership shifted to studentsN - narrow and broadS - success building
Question Matrix
Chuck Wiederhold designed the Question Matrix in 1991. As you proceed through the matrix, the questions become more complex and open-ended.
I II
III IV
LINKING CIARDIELLO / WIEDERHOLD
Question Types
Memory
Convergent Thinking
Divergent
Thinking
Evaluative Thinking
III
I
IV
II
WIEDERHOLD QUESTION MATRIX
Event Situation Choice Person Reason Means
PresentWhat is? Where /
When is?
Which is? Who is? Why is? How is?
Past What did?Where /
When did?Which did? Who did? Why did? How did?
Possibility What can?Where /
When can?Which can? Who can? Why can? How can?
ProbabilityWhat
would?
Where / When
would?
Which would?
Who would? Why would? How would?
Prediction What will?Where /
When will?Which will? Who will? Why will? How will?
Imagination What might?Where / When might?
Which might?
Who might? Why might? How might?
Ask Questions That:
• Stimulate a wide range of student participation from both volunteering and non-volunteering students.
• Redirect initially asked questions to other students!
• Probe initial student answers. Encourage them to complete, clarify, expand, or support their answers
• Require students to generate questions of their own
Results in Student Behaviors When Wait Time is Increased
• Decrease in “I don’t know responses
• Length & accuracy of answers increases
• Increase in volunteered, appropriate responses
• Increased achievement test scores
Results in Teacher Behaviors When Wait Time is Increased
Questioning strategies became more flexible and varied
Quantity of questions asked decreased, while the quality and variety of questions increased
Higher-order, divergent questions were asked more often
FINAL TIPS
• Prepare questions in advance.
• Design questions that scaffold from easy to hard.
• Create an environment that is student led. Have students work collaboratively, raise questions, and respond to their peers.