This document discusses effective questioning strategies in the classroom. It suggests that the best strategy is for teachers to script questions before class rather than relying on impromptu questions. Several reasons for questioning students are provided, including developing critical thinking skills. The document also discusses how fewer, higher-order questions can lead to deeper student understanding compared to more superficial questions. Teachers are prompted to come up with 3 higher-order questions about an upcoming story and consider classroom activities to explore those questions in more depth.

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Creative Leadership Team
2013-2014
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Questioning
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A Fundamental Instructional Practice

2. The best strategy for ensuring effective
questioning is the teacher scripting
questions prior to class discussion.

3. The best strategy for ensuring effective
questioning is the teacher scripting
questions prior to class discussion.
Strongly Agree
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Agree
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Disagree
!
Strongly Disagree
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4. The goal of class discussion is to find
the “right” answers.

5. The goal of class discussion is to find
the “right” answers.
Strongly Agree
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Agree
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Disagree
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Strongly Disagree
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6. ?
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Why Question?

7. Why Question?
To develop interest and motivate students to become actively
involved in lessons
To evaluate students’ preparation and check on homework or
seat work completion
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To develop critical thinking skills and inquiring attitudes
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To review and summarize previous lessons
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To nurture insights by exposing new relationships
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To assess achievement of instructional goals and objectives
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To stimulate students to pursue knowledge on their own
Kathleen Cotton

8. ??
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How can fewer
questions lead to a
deeper understanding?

9. Grade 3
Storytown

10. 1. Answer the questions
2. How deep does the student’s
understanding of the text have to be in
order to correctly answer these
questions?
Discuss

11. 1. Where is the fruit from Don
Manuel’s vineyard going?
2. Do you think Max has friends
in the United States? Why or
why not?
3. Why does Max include his
address?
4. What surprise does Max get
when the letter comes?
5. Who can help Max with his
problem?
!
6. How does Maggie get Max’s
letter?

12. 1. Where is the fruit from Don
Manuel’s vineyard going?
2.
in the United States? Why or
why not?
3.
address?
4.
when the letter comes?
5.
problem?
!
6.
letter?

13. 1. Where is the fruit from Don
Manuel’s vineyard going?
2.
in the United States? Why or
why not?
3.
address?
4.
when the letter comes?
5.
problem?
!
6.
letter?

14. 1. Where is the fruit from Don
Manuel’s vineyard going?
2. Do you think Max has friends
in the United States? Why or
why not?
3. Why does Max include his
address?
4. What surprise does Max get
when the letter comes?
5. Who can help Max with his
problem?
!
6. How does Maggie get Max’s
letter?

15. 1.
Manuel’s vineyard going?
2. Do you think Max has friends
in the United States? Why or
why not?
3.
address?
4.
when the letter comes?
5.
problem?
!
6.
letter?

16. 1.
Manuel’s vineyard going?
2. Do you think Max has friends
in the United States? Why or
why not?
3.
address?
4.
when the letter comes?
5.
problem?
!
6.
letter?

17. 1.
Manuel’s vineyard going?
2. Do you think Max has friends
in the United States? Why or
why not?
3.
address?
4.
when the letter comes?
5.
problem?
!
6.
letter?

18. 1. Where is the fruit from Don
Manuel’s vineyard going?
2. Do you think Max has friends
in the United States? Why or
why not?
3. Why does Max include his
address?
4. What surprise does Max get
when the letter comes?
5. Who can help Max with his
problem?
!
6. How does Maggie get Max’s
letter?

19. 1.
Manuel’s vineyard going?
2.
in the United States? Why or
why not?
3. Why does Max include his
address?
4.
when the letter comes?
5.
problem?
!
6.
letter?

20. 1.
Manuel’s vineyard going?
2.
in the United States? Why or
why not?
3. Why does Max include his
address?
4.
when the letter comes?
5.
problem?
!
6.
letter?

21. 1. Where is the fruit from Don
Manuel’s vineyard going?
2. Do you think Max has friends
in the United States? Why or
why not?
3. Why does Max include his
address?
4. What surprise does Max get
when the letter comes?
5. Who can help Max with his
problem?
!
6. How does Maggie get Max’s
letter?

22. 1.
Manuel’s vineyard going?
2.
in the United States? Why or
why not?
3.
address?
4. What surprise does Max get
when the letter comes?
5.
problem?
!
6.
letter?

23. 1.
Manuel’s vineyard going?
2.
in the United States? Why or
why not?
3.
address?
4. What surprise does Max get
when the letter comes?
5.
problem?
!
6.
letter?

24. 1.
Manuel’s vineyard going?
2.
in the United States? Why or
why not?
3.
address?
4.
when the letter comes?
5. Who can help Max with his
problem?
!
6.
letter?

25. 1.
Manuel’s vineyard going?
2.
in the United States? Why or
why not?
3.
address?
4.
when the letter comes?
5. Who can help Max with his
problem?
!
6.
letter?

26. 1. Where is the fruit from Don
Manuel’s vineyard going?
2. Do you think Max has friends
in the United States? Why or
why not?
3. Why does Max include his
address?
4. What surprise does Max get
when the letter comes?
5. Who can help Max with his
problem?
!
6. How does Maggie get Max’s
letter?

27. 1.
Manuel’s vineyard going?
2.
in the United States? Why or
why not?
3.
address?
4.
when the letter comes?
5.
problem?
!
6. How does Maggie get Max’s
letter?

28. 1.
Manuel’s vineyard going?
2.
in the United States? Why or
why not?
3.
address?
4.
when the letter comes?
5.
problem?
!
6. How does Maggie get Max’s
letter?

29. ? ?
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? Thinking
Routine
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30. ??
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?Using an upcoming story, create at
least three higher-order questions that
enable students to demonstrate
deeper understanding.
!
Then, think about how you can
structure classroom activity around
these questions.

31. Knowledge
Comprehension
Application
Analysis
Evaluation
Synthesis

32. Remembering
Understanding
Applying
Analyzing
Creating
Evaluating

33. Recall and Reproduction
Skills and Concepts
Strategic Thinking
Extended
Thinking

35. ??
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?Using an upcoming story, create at
least three higher-order questions that
enable students to demonstrate
deeper understanding.
!
Then, think about how you can
structure classroom activity around
these questions.

36. ??
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How can fewer
questions lead to a
deeper understanding?

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Thank You!