Questioning

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“Instructional Focus of the Cycle”
Questioning/Questioning Techniques
September 6-7, 2011 – The theme of Student Engagement is introduced at the faculty conference
and reinforced in the Department Conferences.

When students are cognitively, emotionally, and physically involved in their learning.

September 14, 2011 – Department Team Meetings
 Must start with an introduction to the “Instructional Item of the Cycle-
Questioning/Questioning Techniques”
 Assistant Principal and/or department member to present effective questioning technique(s)
for 15-20 minutes.
 Department Teams meet with congruence teams to discuss instructional item in reference to
specific lessons outlined.

September 21, 2011 – Interdisciplinary Teams Selection

September 28, 2011 – Interdisciplinary Team Meetings

~ September 2011 ~
Sun Mon Tue Wed Thu Fri Sat
1 2 3

4 5 6 7 8 9 10
Faculty Faculty
Conference Conference

11 12 13 14 15 16 17
Department
Conference/Dept.
Team Meeting

18 19 20 21 22 23 24
Interdisciplinary
Team Selection
Auditorium

25 26 27 28 29 30 Notes:
“Instructional
Focus” this
Interdisciplinary cycle will be
Team Meeting Questioning and
Questioning
Techniques. All
PD materials
can be found on
the Murrow
website as a
reference.
“Instructional Focus of the Cycle!”
Questioning/Questioning Techniques
A. Questions should be planned to stimulate discussion and promote class
activity. Thus, evaluations analyses of things or said, etc. make excellent pivotal
questions and summaries around which the lesson revolves. The quality of a
student’s answer will determine what they have learned which is essential
in a teacher’s assessment of student performance.
B. Questions ---except where the teacher probes for an important point---should
avoid simple recall of facts. A good principle to keep in mind in questioning is that
a good question coveys information and asks for an interpretation of that
information. Several students should be called on to answer your thought
provoking questions and respond to their classmates’ answers so that the arrow
of recitation flows from teacher to student to student to student to student,
etc. This will stimulate classroom discussion, help students develop their
critical thinking skills and give you an opportunity to assess your students’
performance while evaluating the effectiveness of your own questions.
C. A well planned lesson revolves around a few pivotal questions only, plus medial
and final summaries.
Transition Questions:

 With which point do you agree? WHY?
 Based on our discussion what questions ca we ask for today’s AIM (to elicit
AIM)
 What information must we have in order to solve this problem? (This question
provides structure for the board outline)

Other examples of Effective Questions:

Why…? How…? To what extent…? Should…?
What would you do if…?
Support or oppose the statement… As a colonial merchant…?
How might this map help us to better understand document A?

Application:

How would your life be different if…? Can we benefit from….? EXPLAIN
Are there similar circumstances that….? EXPLAIN
Can…affect our nation’s future for better or worse? EXPLAIN
Bloom’s Taxonomy of Critical Thought Cognitive
Complexity
KNOWLEDGE LEVEL: Learn the information.
Sample Verbs: choose, define, find, follow directions, group, identify,
know, label, list, match, memorize, name, quote, read, recall, recite,
recognize, restate, select, state, write.

COMPREHENSION LEVEL: Understand the information.
Sample Verb: account for, explain, compare, contrast, demonstrate,
describe, estimate, express in other terms, extend, give examples,
LOW
give in own words, group, illustrate, interpret, paraphrase, recognize,
retell, show, simplify, translate,

------------------------------------------------------------------------------------------------ ----------------------

APPLICATION LEVEL: Use the information.
Sample Verbs: apply, compute, construct using, convert,
demonstrate, determine, drive, develop, discuss, expand, generalize,
interview, investigate, illustrate, keep record, model, participate,
perform.

ANALYSIS LEVEL: Break the information down into its
component parts.
Sample Verbs: analyze, apply, breakdown, categorize, classify,
compare, contrast, correlate, criticize, debate, determine, diagram,
differentiate, discover, discriminate, distinguish, draw conclusions,
examine, infer, relate, search, sort, survey, take part, uncover.

SYNTHESIS LEVEL: Put information together in new and
HIGH
different ways.
Sample Verbs: anticipate, build, combine, compare, compile,
create, design, determine, develop, express, generate, imagine,
invent, make-up, present, produce, reorganize, summarize.

EVALUATION: Judge the information.
Sample Verbs: assess, argue, critique, defend, evaluate, grade,
interpret, judge, justify, measure, perform a critique, rank,
recommend, select, support, test, validate, verify.

Adapted from: Forte, I. & Schurr, S. (1996). Integrative Instruction in Math: Strategies, Activities, Projects, Tools, and Techniques.
Nashville, TN: Incentive Publication
Level 1. Knowledge

 When was this picture
taken?
 Where was this picture
taken?

Question cues: List, define, tell,
label

Level 2. Comprehension

 What is happening in this
picture?
 Why are these boys dressed
like this?

Question cues: Describe, name,
identify, discuss

Level 3. Application

 How would you describe the photograph to others?
 What caption would you write for this photograph (say, in a newspaper)?

Question cues: Modify, solve, change, explain

Level 4. Analysis

 Why are these boys here and not in school?
 What do you know about their lives based on this photo?

Question cues: Analyze, separate, compare, contrast

Level 5. Synthesis

 What might these boys say about their work in an interview setting?
 What might they say about their future?

Question cues: Create, construct, plan, role-play

Level 6. Evaluation

 What is the significance of this photo for the time period depicted?
 Compare this photo with one of three boys from today of the same age. How are their lives similar? How are they
different?

Question cues: Give opinion, criticize, discriminate, summarize

Photo Credits

The photograph "Coal Breaker Boys" was taken in Kingston, Pennsylvania, between 1890 and 1910. It is available in the American
Memory Collection Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920, from the
Library of Congress.
THE NEW YORK CITY DEPARTMENT OF EDUCATION

Edward R. Murrow High School
DESIGNATED A SCHOOL OF EXCELLENCE BY THE UNITED STATES DEPARTMENT OF EDUCATION
ANTHONY R. LODICO, PRINCIPAL

September 13, 2011

TO: The Social Studies Department

FROM: Allen Barge

RE: Professional Development – Wednesday, September 14, 2011
---------------------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------

For this upcoming PD session, I would like the teams to focus on the item listed below. Since our
focus this year will be on STUDENT ENGAGEMENT, we will begin with a component that is essential
in engaging our youngsters cognitively, physically, and emotionally. You will have approximately
30-40 minutes to work with your teams. We will spend the first 10-15 minutes sharing helpful
strategies. In addition, below you will find a listing of topics that will be covered in the next few days
within your content area. Please communicate with your team members so that each team member
can come prepared with materials, ideas, and questions (that you would use in your lessons) to the
Wednesday PD sessions. Since our focus will be on questioning, please think about pivotal critical
thinking questions and important documents that are relevant to the lesson unit. See everyone on
September 14, 2011 at 8:05am (340B).

Questioning/Questioning
Techniques

Team Topics
th th th th
9 Grade Topics: 10 Grade Topics: 11 Grade Topics: 12 Grade Topics:
 Ancient  Enlightenment  American Revolution Communicate with group
Civilizations members to decide on lesson
topics

Just a few reminders:
 The “Words of the Week” are IDENTIFY and DETERMINE. Both words can be used in your questioning
and represent a low level of cognitive complexity in critical thought (identify) and high level of cognitive
complexity in critical thought (determine). Once students fully comprehend these words, the quality of
their responses during classroom discussions and classroom assignments will improve. Suggestion: In
planning your lessons, and the essential/objective questions you will post on the board, think about
using these key words to assess students’ comprehension.
 Please file all course materials by Friday, September 23, 2011 (HW sheets, Packets, Course
Guidelines, Projects w/ Rubrics).
 Please file absentee lesson plans (two for each subject taught) by Friday, September 23, 2011.
THE NEW YORK CITY DEPARTMENT OF EDUCATION

Edward R. Murrow High School
DESIGNATED A SCHOOL OF EXCELLENCE BY THE UNITED STATES DEPARTMENT OF EDUCATION
ANTHONY R. LODICO, PRINCIPAL

September 14, 2011

Blooming Questions
STEP#1: Have teachers in group take out written copies of their questions
they have asked to their students in specific lessons.

STEP #2: Pass the questions around and examine them with the following
prompts in mind:
- What do you see? (Describe with evaluation)
- What questions does your review of this sampling raise for you?
- What else can we do to develop “rich” questions?

STEP #3: Each member of the group offers one question for the group to
review. The group will offer at least two ways the question can be phrased
to take students to a higher level of thinking.

Protocol adopted from:

http://schoolreforminitiative.org/protocol/a_z.html#D