QUESTIONI
NG
ELISABETH BROOKE
[email protected]
SCHEDULE
12:00-12:15 INTRODUCTIONS AND WARM-UP
12:15-12:45 TYPES OF QUESTIONS AND TURNING
THE TABLES
12:50-1:35 CLASSROOM SCENARIOS
1:35-2:45 WORK ON STRATEGIES FOR YOUR
CLASSROOM
2:45-3:00 SHARE WHAT YOU’VE COME UP WITH
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INTRODUCTIONS
NAME
TEACHING ASSIGNMENT
YEARS IN KISD
EXPERIENCE WITH GT STUDENTS
WHAT YOU WOULD LIKE TO GET OUT OF THIS
WORKSHOP
BEST QUESTION A STUDENT EVER ASKED YOU
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TYPES OF
QUESTIONS
INFERENCE QUESTIONS: ”WHAT DO YOU KNOW BY
LOOKING AT THIS PHOTOGRAPH?" (ASKS THE
PHOTOGRAPHY TEACHER) "WHAT DO YOU KNOW ABOUT
THE CHARACTER IN THIS SELECTION?”
INTERPRETATION QUESTIONS: ”HOW DO THE
DESCRIPTIONS OF CHARACTERS IN INHERIT THE WIND
REVEAL THE AUTHOR’S TONES?" "HOW WOULD THE
MUSIC BE DIFFERENT IF IT WAS PLAYED IN A MAJOR KEY,
RATHER THAN A MINOR KEY?”
TRANSFER QUESTIONS: ”HOW WOULD SHAKESPEARE
HAVE WRITTEN ABOUT THIS POLITICAL SCANDAL?" "HOW
WOULD A MODERN-DAY MUSICIAN INTERPRET THIS
CLASSICAL PIECE?”
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TYPES OF
QUESTIONS
QUESTIONS ABOUT HYPOTHESES: ”HOW MIGHT
HISTORY HAVE BEEN DIFFERENT IF MARTIN LUTHER
KING, JR. HAD NEVER DELIVERED HIS FAMOUS `I
HAVE A DREAM' SPEECH?" "BASED ON CURRENT
SOCIAL AND POLITICAL ISSUES, WHAT DO YOU THINK
FUTURE MOVIES, NOVELS, AND PLAYS WILL BE
ABOUT?
REFLECTIVE QUESTIONS: “WHAT ABOUT THIS
CONCEPT DO I STILL NOT KNOW?" "WHAT ABOUT MY
WORK HAS IMPROVED? NEEDS IMPROVEMENT?"
"WHERE DOES MY WORK REFLECT MY
UNDERSTANDING OF THIS CONCEPT? "WHAT DOES
THIS WORK SAY ABOUT ME?"
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ROSENCRANTZ
AND
GUILDENSTERN
ARE DEAD
GAME-SETMATCH
ARE THERE RULES FOR QUESTIONING IN YOUR
CLASSROOM? WHAT ARE THEY?
HOW DO YOU ENCOURAGE QUESTIONING FROM
YOUR STUDENTS?
WHAT KIND OF QUESTIONING DO YOU
ENCOURAGE?
HOW DO YOU RESPOND TO STUDENT
QUESTIONING?
WHO DOES MOST OF THE QUESTIONING IN YOUR
CLASSROOM?
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TURNING THE TABLES:
GETTING GT STUDENTS TO
ASK THE QUESTIONS
THERE ARE NOT A LOT OF RESOURCES FOR THIS, SO
HOW DO YOU DO IT?
HOW DO YOU USE GT QUESTIONING?
HOW DO YOU STIMULATE QUESTIONING?
WHAT DO YOU DO WHEN THE QUESTIONS GO OVER
THE HEADS OF THE OTHER STUDENTS? OVER YOUR
HEAD?
WILLIAM’S STRATEGIES FOR DIFFERENTIATION
(ONLINE)
LYING TO THEM (JUST MAKE SURE YOU STRAIGHTEN
THEM OUT IN THE END.)
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CLASSROOM
SCENARIO
AS YOU VIEW THE FOLLOWING VIDEOS, TAKE A
FEW NOTES ABOUT THE QUESTIONS BEING ASKED
BY STUDENTS AND BY THE TEACHER.
HOW ARE QUESTIONS BEING USED IN THESE TWO
CLASSES?
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PRUFROCK: A POEM
ABOUT QUESTIONS
ASSESS AND
EVALUATE
HOW ARE QUESTIONS BEING USED IN THIS
LESSON?
WHO IS ASKING THE MOST QUESTIONS?
HOW ARE STUDENT RESPONSES RECEIVED?
HOW ARE STUDENT QUESTIONS RECEIVED?
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STUDENTS QUESTIONING
EACH OTHER
ASSESS AND
EVALUATE
HOW ARE QUESTIONS BEING USED IN THIS
LESSON?
WHO IS ASKING THE MOST QUESTIONS?
HOW ARE STUDENT RESPONSES RECEIVED?
HOW ARE STUDENT QUESTIONS RECEIVED?
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YOUR TURN
WORK WITH A PARTNER OR A GROUP (IN SIMILAR
CONTENT AREAS OR GRADE LEVELS) TO CREATE
A LESSON WHERE STUDENTS ARE ANSWERING
AND ASKING QUESTIONS.
HOW WOULD YOUR PREPARE THEM TO ASK THE
QUESTIONS?
SHARE WITH THE GROUP.
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