Increase
Critical Thinking
Through Questioning
Julie Rule – [email protected]
Waterford School District - Resource Room Teacher/Teacher Consultant
AARI Trainer, Coach and Teacher
Tina Dean – [email protected]
Swartz Creak Schools – Speech Language Pathologist
AARI Trainer, Coach and Teacher
•
AARI is currently implemented in schools across the state of Michigan
including the Michigan School for the Deaf and is expanding outside of
the state.
•
AARI has been successfully implemented with at-risk general education
students and students certificated in the areas of EI, SLD, SLI, CI, OHI,
HI, ASD and ELL students.
•
Strong Foundation in Research
Does AARI Improve Student Achievement?
• From its beginning, AARI consistently
demonstrates student growth with an
average of 2-3 grade levels using the
Qualitative Reading Inventory.
• External measures (NWEA, DRA, SRI,
etc.) confirm that AARI is accelerating
the reading comprehension of
students when AARI instruction is
implemented with fidelity.
AARI and Common Core Standards

CCSS.ELA-Literacy.CCRA.R.1 - Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.

CCSS.ELA-Literacy.CCRA.R.2- Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.

CCSS.ELA-Literacy.CCRA.R.3 - Analyze how and why individuals, events, or ideas develop and interact
over the course of a text.

CCSS.ELA-Literacy.CCRA.R.4 - Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word choices shape
meaning or tone.

CCSS.ELA-Literacy.CCRA.R.5 - Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other
and the whole.

CCSS.ELA-Literacy.CCRA.R.7 - Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.

CCSS.ELA-Literacy.CCRA.R.8 - Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

CCSS.ELA-Literacy.CCRA.R.10 - Read and comprehend complex literary and informational texts
independently and proficiently.
The Books
3 Types of Questions
Develop Critical Thinking Skills
• Question Answer Relationships (QAR)
o Literal – Right There
o Inferential – Book and my Brain
o Extensions – Beyond the Text
• Questioning The Author (QtA)
• Text Structure Questions
Critical Questioning Methods
Question Answer Relationship (QAR)
(Taffy Raphael, 1986)
Literal Questions • Right There Questions
Literal questions are “Right There” in the book. The text “literally” gives the answer. Inferential Questions
• Think and Search, Author and Me
Inferential questions require students to use their brain and information from the text. The text doesn’t give you a direct answer but provides students with “clues”.
Extension
• On My Own Extension questions require that students
create an understanding that extends outside of the text. Students make the connections between ideas in the text and their own experiences. Critical Questioning -QAR
Critical Questioning -QAR
Inferential Questions in Content Areas
English Language Arts
• Write a summary of the text
• What could be another title or heading for the text? Provide evidence from the text why.
• What conclusion can you draw about ________?
Math
• Estimate the value
• Compare data ____ and _____
• Explain, describe and/or interpret_____
Science
• Hypothesis of ____ is based on the evidence of ____
• Explain, describe and/or interpret _____
• Explain the relationship between the vocabulary, facts, variables. Social Studies
•
•
•
•
Vocabulary: Use context clues to define_____
What is the purpose of this text, section, or heading?
How____?
Why____? Questioning the Author
Text Structure Questions
Visible Thinking
Scaffolding
Not all who wander are lost.
– Tolkien
 Begin with a higher level inferential question and Always link back
to the question
 Utilizes all levels and types of questions to push student thinking
toward the inference
 Authentic Conversation
 Teacher and students collaborate in a journey of thinking and
process of seeking answers (Johnson)
 Zone of Proximal Development - Meet students where they are
http://www.simplypsychology.org/Zone-of-Proximal-Development.html
 Know what students can do by themselves and the next question
that can help them achieve a higher level of thinking
Questioning
Cities Around the World
What can you infer about the art
collection?
https://1drv.ms/v/s!AuoBOKoj9ZnMgZE0Gnz1DB9X-_Xqww
Inferential Questions Give It A Try
Animals in Danger - The Hyacinth Macaw
• Why do people hunt hyacinth
macaws?
• Why are hyacinth macaws
endangered?
Text Mapping
Children must be taught
HOW TO THINK,
not what to think.
- Margaret Mead
 AARI dates at Oakland Schools
 Training – August 7-15
 Coaching 2-3 times during the school year in your classroom
 Design Studio after school
Sept. 28, 2017
November 14, 2017
February 7, 2018
March 21, 2018
 AARI Advanced Training
August 1 & 2
Jill Jessen-Maneice Oakland School
Jill.Maneice@oakland. k12.mi.us 248-209-2193
• www.miPlacek12.org
• Free resource for Educators to support Your Learning
• Need a Gmail account
• Class - Increase Critical Thinking Through Questioning
How can you utilize
questioning to
promote higher
level thinking skills?