Questioning Journey at

New River PrimaryWALT: Teach Students at New River Primary to become Independent and Effective Questioners

Reference to Trevor Bond – Quest http://ictnz.com/

we Need to ask Ourselves...

What aspects of questioning are important to target?

How do we define what an effective questioner is?

What constitutes a ‘good’ question?

We Need a Resource that Gives us...

Some form of framework to assist teachers as they work with their students on questioning.

Provide a tool, rubric or students that allows teachers to assess students questioning development, and a tool that allows students to self assess their own questioning skills.

Why use the Trevor BonD Questioning Rubric

Trevor Bond - Questhttp:www:ictnz.com/

Links to our school INQUIRY / ICT Teaching and Learning Matrix (open / closed questions / 6 hats and the rubric)

Support available online for our professional development

A New Approach to the Questioning Rubric

Stage 1and 2 questions being the sandbags that have to be dropped so we can take off as questioners.

Stage 3 to 7 questions as panels of the balloon reinforces that stage 7 isn't the target.

Time to unpack questioning

and the rubric...

There are Requests, Rhetorical and Inquiry Questions...

Request

Rhetorical Questions

Inquiry Questions

Three Main Categories of Questions

Next Steps...

Continue to use the Trevor Bond Rubric in the classroom

Checkout http://www.ictnz.com to up skill your knowledge of the rubric

Readings: Complete and discuss 5th September-Wk 6

Questioning (a simple overview of questioning)

The QuESTioning Rubric

What aspects of questioning are important to Target?

Key words and Phrases / Thinking - Inferring as well as literal

Seven Servants / pose questions that lead to other questions - generative / higher order questions

Mix of Open and Closed / relevant to the context

Thick and Thin / Forming clear questions / with relevant unknown answers

Questions that get you the answers you need

Teaching juniors the difference between questions and statements

Collated by NRP Staff - Term 3 2011

How do we define what an effective questioner is?

Ask Questions about answers they find

Curious and Inquirying

Is able to listen

Be an open ended questioner

Be able to summarise and clarify with further questions if necessary

Someone who can ask a relevant question to get information they require

Collated by NRP Staff - Term 3 2011

What constitutes a ‘good’ question?

Key words, relevant to the context and agains information the questioner needs

One that can be answered (preferable open ended)

Getting the answers you need

Has to be a question

Collated by NRP Staff - Term 3 2011

Requests

May I / Can I

Asking for something and expect an answer verbal and non verbal

A specific question with a definate answer

Asking for permission / to do / gain tangible

Collated by NRP Staff - Term 3 2011

Rhetorical

Not expecting big answers / may already know the answer e.g. it was a snowy wet day today wasn’t it?

A question that requires no answer

Serility / answers themselves / not expecting an answer

Collated by NRP Staff - Term 3 2011

Inquiry

Digging deeper / generative

Encourages more questions / seeking

Curiosity driven / deeper thinking

Requires research / never ending

Wanting to find out specific information

Philosophical

Collated by NRP Staff - Term 3 2011

De Bono

“Questions are the engine house of thinking”

As the Teacher

What are three things you would like to know about questioning, that would help you to improve students questioning?

What 3 things you know about developing students questioning skills.

Questions

Next session please bring with you a variety of questions from your class.

The questions can be from any stage on the rubric.

We will analyse reason and discuss questions and at what stage do we think they fit on the rubric.