By: Dr. Armãndo R. Tolliver | EDUCATOR | March 30, 2017
Let
us take a look back at the scenario discussed in the post Learning
and Behavior Cues. When it comes to classroom instruction, the first
question for me is always the essential question, which guides the lesson and
its contents whether from guiding a class discussion, a lecture, individual
student reading assignments, viewing a video, labs, or assessments. Here is a
sample of the matrix I created in order to transition from a unit on Basic Biological
Principles to the next one on Cells.
Notice how the essential
question is connected to a big idea and performance indicator. Making the
connection between the content and the essential question helps students learn
how to study. With this lesson, I used had students organize information using Cornell
notes, where I created an essential question to guide and frame the note-taking
and connect the content knowledge communicated in the notes that helped
students write their own questions for their notes, and frames the summary.
In reality, the
essential question was used in several ways in this lesson, the Cornell note
summary obviously had to answer the essential question. For most students this
was the first sentence in the summary, which also included answers to the
student Costa’s Level of Thinking questions that were created in the notes. The
essential question also guided the instruction and was used to incorporate
inferential and analytical questions throughout, while building levels of
thinking. A few examples are listed below.
“What is a cell?”
“Why might it be important to have different categories of cells?”
“What is one main difference between prokaryotic and eukaryotic cells?”“Give an example of a prokaryotic organism.”“What is an organelle? Give three examples.”“Describe the nucleus. What can be found inside the nucleus?”“Are viruses alive? Discuss why or why not.”“Compare and contrast eukaryotic cells with prokaryotic cells. Include at least 5 specific similarities and/or differences.”
One of the key things when
asking questions, is to allow time for students to actually think about them
and answer them. Word of advice, do not call on the first hand that is raised.
I could probably use my own advice on this one. Waiting 5-10 seconds definitely
increased the number of students who volunteer to answer and leads to longer,
more complex answers. Two, develop responses that keep student thinking. For
example, one student answered a question, I asked the student who answered to
explain the thinking that led to his answer, and I asked the rest of the class
to respond to the idea that the student presented. I tell students there are four questions that you should aways be asking in science: "So what?" "Says who?" "What if...?" and "What does this remind me of?" Each of these questions helps students to determine the real meaning of text, connect ideas to what they already know, and determine the presence of any bias. Moreover, in class
discussions, do not ask more than one question at once. When I made the mistake
of asking more than one question, students did not respond because the were
unsure which question I wanted them to answer. Usually, I include in my notes
when I will pause to ask and answer questions that helps to eliminate this
problem and keep the class interactive.
When the lesson was
closed, students responded to the essential question as an exit ticket, which
could have also been used as an entrance ticket for the following class day.
Needless to say, it did guide the instruction and re-teaching of material based
on student understanding presented in the formative assessment. To help the
students write varying levels of questions for their notes, I provided them
with a Costa’s
Levels of Thinking handout. Students were then required to write at least
two Level 2 and two Level 3 questions. Because Level 1 questions are important
for facts, definitions, etc., students were also encouraged to use them.
Once students created
their own individual questions, students were asked to pair-share their
questions with a partner. One student shared his or her questions and explained
why it is a Level 2 or Level 3 questions, then the partner exchanged roles.
After the partners shared their questions and explanations, we discussed the
questions as a class. During the class sharing, we discussed how to revise and
refine questions to master content material as necessary. I also modeled for
students how they could use these questions as a study guide by covering up the
content side of the notes and answering the questions they developed on the
other side. Check out a student
example.
After teaching a
lesson, I find it necessary to take brief notes on which questions were most
effective at achieving the goals I had set out and which questions led to
answers that I did not expect. It might be wise to keep these notes with the
lecture notes and use them to refine questions for the next time I teach the
lesson with students.
Suggested Citation
Tolliver, A. R. (2017). Questions to Promote Thinking.
[Education Project Online]. Retrieved online
at
References
Marzano, R. J., Pickering.
D. J, & Pollock, J. E. (2006). Classroom instruction that works: Research-based
strategies for increasing student achievement. Alexandria,
VA: ASCD.
Varlas, L. (2002). Getting
acquainted with the essential nine. Alexandria, VA: ASCD Curriculum Update.
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