Megan Jones February 16, 2011 Chapter Six - Notes

Chapter 6 – Why Ask? Questioning Strategies in the Classroom Intro Heading/Subheading Questioning isof Information important I think thisof very Reaction is important, part of our interest information checking for understanding. Classroom instruction usally follows a I can see how this cycle particular cycle of is followed, and how we questioning IRE should break from it. Initiate, respond, and evaluate The ‘evaluate’ I think is key, it helps promote discussion, to ask more questions.

Creating Quality Questions

Studies show that student have little practice responding to questions

Higher-Order Questions Bloom’s taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation

I think that this is very true. Even talking to students about their lives they don’ necessarily even know how to answer those simple questions. Shocking! How questions become more difficult I think the hardest part for me is designing math questions that are higher order. Math is a lot of recall, skill and application. But to get student to analysis and evaluate a problem will

be the trick. Questioning Techniques Asking, prompting, and probing Fred Jones: Praise, prompt, leave…….. always keep the student working and motivated. I have to remember I question students to improve their learning. Good questions concepts. Math I think will be different. Might not always ask about their reading. I’m taking this as a content way to ask questions not just towards reading. I think that this could be really fun to question the author of people who write the problems or even create the formulas. Again could be very useful for my classroom. But I keep hitting this wall in my mind of: when will I have time to teach all of these reading strategies when I have to focus on my content? This is a great idea as well. To request the students to ask ME

QUILT: Questioning, Understanding, Improve, Learning and Thinking Notice/Naming Identity Agency Flexibility and Transfer Knowing

Strategies at Work

Questioning the Author – to question the information and build content.

Questioning the author in English – this is like using Poe, or other sources

Request – The teacher can also answer questions from the students, to start the

process. Question/Answer Relationship - requires the teacher to model the different levels of questions. Should not be confused with Bloom’s taxonomy. A way for the students to also make connections.

questions. I like it. I think all relationships are important with in the classroom. Hahah, bringing in my counseling class. I feel like there are so many different terms we are trying to remember why can’t we just learn HOW to question and now the exact type of question? What about questioning in Math? I have had several classes in which I could fully participate in the class discussion without reading the assignment. Although I had background knowledge I was still capable. The scenario in the book is just a “duh” for me. It’s how we teach our entire lessons. Checking for understanding, going back and forth and such. How we teach, Yes. I’ve got this everyone has to ask questions in the classroom to be a better teacher.

Some of these were mentioned in Social Studies or Science Using Questioning for Study SQ3R, SQ4R, SQRQCQ Survey, Question, Read, Recite, Review, ReRread, Compute, Question essential for in class discussion. In Mathematics: Are they able to work with the given information, like vocabulary. Can they apply certain concepts and theorems? Questioning through Reciprocal Teaching in the Mathematics Classroom: Using presentations and using the student’s prior knowledge.

Implementation Tips for the Mathematics Classroom: Review, Apply, heterogeneous groups, interact, forums for groups.


Questioning is about reading, writing, talking, listening, and reflecting. This chapter provides us with a variety of strategies to meet those needs. Questioning is here to help focus students needs and then helps them to be energized for the education.

Not going to lie, although this was a good chapter I think it could have been either shorter or have done without. Questioning is something we learned in pedagogy. I guess I just didn’t feel like it was just for “reading” because it has important for all content areas. Just not my favorite chapter to read.

Summary: This chapter, as I mentioned above in the conclusion was about different questioning strategies and why they are important for student. Questioning students on different levels (Bloom’s Taxonomy) allows for students to truly understand the content in which you are teaching on. Simply knowledge is what we would model for checking for understanding. As I also mentioned above in my reaction to this chapter, I felt like it was a repeat to pedagogy. I do find questioning to be incredibly important, and when reading about how they used questioning in a math classroom I was thinking to myself… that is just what we do, it’s not necessarily a strategy it is HOW we teach; constantly questioning and checking. I just had a lot of mixed emotions about this chapter. I am still hitting the mental road block about using all of these different reading strategies in my math classroom. But one day it will all sink in.

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