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Review - IBL questioning  ( from MQ University) 

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Review - IBL questioning  ( from MQ University) 

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Using Bloom 's Level  ro ask question
Remember , Understanding , Apply ,
Analyze, Evaluate , Create

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Blooms taxonomy (verbs and question stems) (1)

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Inquiry-based learning is a learning process that engages students by making real-world connections through exploration and high-level questioning. It is an approach to learning that encourages students to engage in problem-solving and experiential learning.

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https://youtu.be/mKRkYSsvP78

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https://www.youtube.com/watch?v=V-rIkN5bDw0

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https://www.middleweb.com/40250/how-to-improve-your-questioning-techniques/

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https://www.middleweb.com/40250/how-to-improve-your-questioning-techniques/

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By Barbara R. Blackburn
Asking and answering questions is an everyday occurrence in most classrooms. Sometimes it happens orally, sometimes in writing, but it is one of the most common classroom activities.

Good questioning helps students build understanding, but poor questioning can deter students from learning. How can you create questions that will help all students learn? First, let's look at common mistakes we make with questions.

Questioning Mistakes

Questioning is a basic and critical part of your classroom. But teachers often make mistakes during the process. These include not probing beyond a single answer, not encouraging students to ask questions, and asking lower-level questions. On the student side, too often one or two students dominate the conversation.

We typically use Bloom's Taxonomy to create questions. Let's look at four other models that can provide guidance: Questioning by Function, Ciardiello's Four Types of Questions, Costa's House of Questions, and Thought-Provoking Questions.

Questioning by Function

In their book, Asking Better Questions (2006), Norah Morgan and Juliana Saxton classified questions by function. They proposed three types of questions: Questions that Elicit Understanding which draw out known information, Questions That Shape Understanding which ask for thoughts and feelings, and Questions That Press for Reflection which require critical and creative thought. Within each classification there are specific types of questions.
Morgan and Saxton also provided examples of questions for each classification related to the causes of World War Two to help us better understand them.

Ciardiello's Four Types of Questions

In Did You Ask a Good Question Today? (1998), Angelo V. Ciardiello identified four types of questions, as well as corresponding question stems and cognitive operations. They are simple, but they provide a clear framework for crafting questions and assignments.

Costa's House of Questioning

Arthur Costa and Bena Kallick (2008), authors of Learning and Leading With Habits of Mind, provide a different model. It is a three-level, user-friendly, practical story house to describe the levels of questioning. I've observed this model used in several AVID ( Advancement Via Individual Determination) classrooms, and it is effective for both students and teachers.

Let's look at some samples showing how Costa's House of Questions can be applied in math, reading, and science.

A Final Model: Thought-Provoking Questions

Finally, it's important that our questions promote additional thinking, rather than simply retrieve rote memories. Lisa Chesser shares sample questions that can be used in a math classroom. They are easily adaptable to all subject areas.

In Conclusion

When designing and asking questions, you can draw ideas from any or all of the models. What is important is that you ask a wide range of types of questions. These four models provide a variety of insights you can use while planning your questioning.
For even more resources about Questioning,
see Jackie Walsh's MiddleWeb articles.
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Barbara Blackburn was named one of the Top 30 Global Gurus in Education in 2017.A former teacher, school leader and university teacher educator, s he is a best-selling author of 21 books including Rigor is Not a Four Letter Word and Rigor and Differentiation in the Classroom: Tools and Strategies (Routledge, 2018). A nationally recognized expert in the areas of rigor and motivation, she collaborates with schools and districts for professional development. Barbara can be reached through her website or her blog. Follow her on Twitter @BarbBlackburn.

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How to Improve Your Questioning Techniques

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By Barbara R. Blackburn Asking and answering questions is an everyday occurrence in most classrooms. Sometimes it happens orally, sometimes in writing, but it is one of the most common classroom activities. Good questioning helps students build understanding, but poor questioning can deter students from learning.

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https://www.middleweb.com/tag/jackie-walsh/

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https://www.teachthought.com/pedagogy/questioning-strategies-effective-thoughtful-teaching/

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by TeachThought Staff

This is the first article in a series of 4 discussing strategies to assist in becoming a better teacher. Each article is based around a poster that I have up in my classroom, with each poster having 4 sections that deal with a general topic I want to work on in my teaching: Questioning, Feedback, Classroom expectations, and Listening.

Questioning can be an enormously powerful weapon in the teacher's arsenal but can be equally ineffective if not applied with diligence.

There are numerous excellent discussions to be found on effective questioning, especially in relation to the types of questions to ask, but I decided to create a visual representation that I could pin up on my wall of what I thought were the cornerstones of effective questioning. The poster is for me, and the students, and is to remind us both of the questioning routines in the room.

See also Types Of Questions For Teaching Critical Thinking
4 Questioning Strategies For Effective & Thoughtful Teaching 1. Agree-Build-Challenge
The first quadrant 'Agree Build Challenge': is very effective in deepening thoughts, as students are asked to either agree with another student's response and justify their choice, or build on it, or disagree with it and state why, with an opposing view. It's a great way to keep students on their toes, but also to encourage them to think deeply about the topic at hand. Some fantastic discussions have arisen as a result of this method, and even those not directly involved are still engaged as they side with one of the views.
2. Cold Call
The 2 nd quadrant is 'Cold Calling'. This is effective as it also keeps students on their toes as they know that they could be asked a question at any time, regardless of their hand is up or not. It builds a culture of alertness in the room. Even those who don't know the answer are returned to after the answer has been generated from the room and must contribute then, thus preventing the opt-out.
3. Wait
The 3 rd quadrant is perhaps my weakest point in questioning - waiting for the question to sink in before I call on a student. It's especially hard if a student immediately raises their hand and is clearly keen to answer.

But waiting serves many purposes:

it lets the whole groupthink before the answer is given to them

it makes the person about to answer think that little bit more to refine their thoughts before offering to the group

it lets you gauge the groups' attentiveness to the question: who's thinking about it and who's not

and finally, it encourages more participation as students know that it's not first past the post when a question is posed. I take several answers before commenting and often ask for ABC on responses offered.

4. No Calling Out
The final quadrant is a must in any classroom. Preventing calling out is essential because when students yell out answers to questions it stops others from thinking about the question. Students soon work out that the work has been done for them - there's no point in still thinking about the question anymore, which prevents any depth of thought-form from happening.

Even if calling out is still a habit in your room, don't respond to the answers - make it clear that you don't just take the first response and that's it. Students soon learn that calling out has no value or advantage, and relatively quickly form better answering habits.

Above all, these techniques seem to create deeper thinking from my students, and a more productive and engaging classroom. Try them out and see if they help you too.
4 Questioning Strategies For Effective & Thoughtful Teaching

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4 Questioning Strategies For Effective & Thoughtful Teaching

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Questions can be a powerful weapon in a teacher's arsenal, if applied with diligence. Check out these 4 questioning strategies for yourself.

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https://www.middleweb.com/tag/jackie-walsh/

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Author and expert on classroom questioning Dr. Jackie Walsh partners with instructional coach Emily Brokaw and content-area teacher Anna Salazar for a new blog series exploring questioning strategies that strengthen teaching practice and empower students to self-assess and build knowledge.

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關於週六的教案演示，每組會有 4

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關於週六的教案演示，每組會有 40 分鐘的時間：20-30分鐘演示、其餘時間 Feedback & Comments，再麻煩老師們務必於 30 分鐘內結束演示。

老師們的演示分成兩個部分，教案簡介跟Micro-teaching，兩者時間的比例就由老師們自行安排。

演示的教案及相關檔案，再麻煩老師們「 加上中文姓名後 」在 8/6 (日) 晚間 10 點前上傳到我們的共享資料夾：https://drive.google.com/drive/folders/1_fcJRNVQfkc6OwAeSzo4DZ0DBV58FM0M