Megan Jones

February 16, 2011

Chapter Six - Notes

Chapter 6 – Why Ask? Questioning Strategies in the Classroom

Intro
Heading/Subheading Questioning
Informationisof important IReaction
think thisof
is very
interest important, part of our
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 The ‘evaluate’ I think is

evaluate key, it helps promote
discussion, to ask more
questions.

Creating Quality Studies show that I think that this is very

Questions student have little true. Even talking to
practice responding to students about their
questions lives they don’
necessarily even know
how to answer those
simple questions.
Shocking!
Higher-Order Questions
How questions become
more difficult
Bloom’s taxonomy:
Knowledge, I think the hardest part
Comprehension, for me is designing
Application, Analysis, math questions that are
Synthesis, Evaluation 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 Fred Jones: Praise,

probing prompt, leave……..
always keep the student
working and motivated.

QUILT: Questioning, I have to remember I

Understanding, question students to
Improve, Learning and improve their learning.
Thinking
Good questions
Notice/Naming concepts. Math I think
Identity will be different. Might
Agency not always ask about
Flexibility and Transfer their reading. I’m
Knowing taking this as a content
way to ask questions
not just towards
reading.

Strategies at Work Questioning the Author I think that this could

– to question the be really fun to question
information and build the author of people
content. who write the problems
or even create the
formulas.

Again could be very

Questioning the author
useful for my classroom.
in English – this is like
But I keep hitting this
using Poe, or other
wall in my mind of:
sources
when will I have time to
teach all of these
reading strategies when
I have to focus on my
content?
Request – The teacher
can also answer This is a great idea as
questions from the well. To request the
students, to start the students to ask ME
 process. questions. I like it.

Question/Answer
Relationship - requires I think all relationships
the teacher to model are important with in
the different levels of the classroom. Hahah,
questions. Should not bringing in my
be confused with counseling class. I feel
Bloom’s taxonomy. A like there are so many
way for the students to different terms we are
also make connections. trying to remember why
can’t we just learn HOW
to question and now the
exact type of question?
Some of these were
mentioned in Social What about questioning
Studies or Science in Math?

Using Questioning for SQ3R, SQ4R, SQRQCQ I have had several

Study Survey, Question, Read, classes in which I could
Recite, Review, fully participate in the
ReRread, Compute, class discussion without
Question essential for in reading the assignment.
class discussion. Although I had
background knowledge I
was still capable.
In Mathematics: Are
they able to work with The scenario in the book
the given information, is just a “duh” for me.
like vocabulary. Can It’s how we teach our
they apply certain entire lessons.
concepts and theorems? Checking for
understanding, going
back and forth and
Questioning through
such.
Reciprocal Teaching in
the Mathematics How we teach, Yes. I’ve
Classroom: Using got this everyone has to
presentations and using ask questions in the
the student’s prior classroom to be a better
knowledge. teacher.
 Implementation Tips for
the Mathematics
Classroom: Review,
Apply, heterogeneous
groups, interact, forums
for groups.

Conclusion Questioning is about Not going to lie,

reading, writing, talking, although this was a
listening, and reflecting. good chapter I think it
This chapter provides us could have been either
with a variety of shorter or have done
strategies to meet those without. Questioning is
needs. Questioning is something we learned in
here to help focus pedagogy. I guess I just
students needs and didn’t feel like it was
then helps them to be just for “reading”
energized for the because it has
education. 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.