This chapter was very informative on questioning students to get them thinking on higher levels. I also believe asking students various questions and have the class do collaborative talks helps student achieve this higher level thinking. I found the ReQuest task cards interesting, because I haven't really seen it used in the classrooms I've been in. Seems like a good tool to keep students on track, has anyone used this in their classroom? If so what content area?
I love that this chapter talks about Bloom's Taxonomy because that concept has truly made it through the test of time. I learned that concept decades ago in my undergrad and still use it today. The new things in the chapter that I want to try once I begin teaching middle level math are the SQRQCQ questioning and questioning through reciprocal teaching.
I've come to appreciate that there is room for many levels of questioning in the classroom. I think Bloom called them "competencies" for a reason. Sometimes during the investigative time of our inquiry (Harvey and Daniel's Inquiry Model) when students are conducting research I ask them to write down specific questions they want to find answers to. This helps focus their work and keeps them from wandering through the Google abyss. I also think that by asking some of the lower order questions early in a unit you can build a frame of reference that supports the construction of higher order questions. The tools offered in the chapter can be useful in scaffolding the question crafting process as can the use of essential questions in a unit of study. I do agree with the author in that too often we as teachers use questions as the default teaching methodology.
This chapter made me realize that there is much more to reading than recitation and regurgitation.As a substitute you do not have the chance to practice many of the strategies. in chapt 5. Also, it is difficult to have students be motivated to achieve those higher levels of questioning. In my experience anything that requires more than basic level thinking is like pulling teeth. Asking students to explain more than the obvious is frustrating but I am not saying its not worth trying. My experience having students write down their thoughts and have them generate their own higher level questions after modeling which questions and what criteria higher level questions are based
I agree that while substituting, some of these things are challenging (at best). There have been times I've been able to facilitate discussions by asking questions while subbing, but mainly in the lower grades when doing Social Studies and using Time for Kids. I feel for me, the biggest thing I worry about is loosing the skill. I already feel like a fraud when it comes to Bloom's as it's not something that I commonly think about, even in the classroom. I'm just happy when there's a schedule left for me so I know a basic outline of the day for the class I'm in... some scribbles of "plans" just make for the best day ever.
Fred, I agree as a sub it is difficult to have a lot of practice with these strategies, which is why I like this text so much. It will make a great reference when we achieve full time positions so that we can actually implement these strategies where we see fit. Unlike some other text books we have had to purchase for class that end up sitting on a shelf collecting dust, I know I will continue to get use out of this one. The SQ3R strategy stands out the most to me because I have seen it used in the elementary classrooms. It’s a great way for the students to do a close reading as they find their answers in the text.
Blooms taxonomy is a concept that is basically branded on my brain. With this being said, it is also one of my favorite strategies to implement in lesson plans. Higher order questioning, I believe, is a very successful strategy in differentiating lessons as well. Lower level questioning can be geared towards students who may be at a lower skill level in any subject as to higher level questioning can be geared towards those students who are a higher skill level. The purpose of questioning is to guide students to think differently or more in depth about different material. Most levels in Bloom's Taxonomy prompts students to go beyond the straightforward black and white answer and to view material in a different light. One strategy I liked while reading this chapter was the task cards where a student is the questioner and one the respondent. This activity is beneficial because it has the students developing their own questions regarding the higher order questioning model. This type of activity however could take lots of direct instruction, or practice time. In my own experience, it took me a little while to really understand Bloom's Taxonomy and be able to develop my own, hard hitting questions. Students at a middle level will deffiniltly need lots of modeling to help guide them through this activity.
I like that varying types of questions makes kids take a more active, rather than passive role in reading and learning, esp. if they have to answer to a peer. Will try the ReQuest strategy in S.S. The crazy acronyms make my head hurt, though! SQRQCQ and SQ3R?? really?
This chapter was very informative on questioning students to get them thinking on higher levels. I also believe asking students various questions and have the class do collaborative talks helps student achieve this higher level thinking. I found the ReQuest task cards interesting, because I haven't really seen it used in the classrooms I've been in. Seems like a good tool to keep students on track, has anyone used this in their classroom? If so what content area?
ReplyDeleteI love that this chapter talks about Bloom's Taxonomy because that concept has truly made it through the test of time. I learned that concept decades ago in my undergrad and still use it today. The new things in the chapter that I want to try once I begin teaching middle level math are the SQRQCQ questioning and questioning through reciprocal teaching.
ReplyDeleteI've come to appreciate that there is room for many levels of questioning in the classroom. I think Bloom called them "competencies" for a reason. Sometimes during the investigative time of our inquiry (Harvey and Daniel's Inquiry Model) when students are conducting research I ask them to write down specific questions they want to find answers to. This helps focus their work and keeps them from wandering through the Google abyss. I also think that by asking some of the lower order questions early in a unit you can build a frame of reference that supports the construction of higher order questions. The tools offered in the chapter can be useful in scaffolding the question crafting process as can the use of essential questions in a unit of study. I do agree with the author in that too often we as teachers use questions as the default teaching methodology.
DeleteThis chapter made me realize that there is much more to reading than recitation and regurgitation.As a substitute you do not have the chance to practice many of the strategies. in chapt 5. Also, it is difficult to have students be motivated to achieve those higher levels of questioning. In my experience anything that requires more than basic level thinking is like pulling teeth. Asking students to explain more than the obvious is frustrating but I am not saying its not worth trying. My experience having students write down their thoughts and have them generate their own higher level questions after modeling which questions and what criteria higher level questions are based
ReplyDeleteI agree that while substituting, some of these things are challenging (at best). There have been times I've been able to facilitate discussions by asking questions while subbing, but mainly in the lower grades when doing Social Studies and using Time for Kids.
DeleteI feel for me, the biggest thing I worry about is loosing the skill. I already feel like a fraud when it comes to Bloom's as it's not something that I commonly think about, even in the classroom. I'm just happy when there's a schedule left for me so I know a basic outline of the day for the class I'm in... some scribbles of "plans" just make for the best day ever.
Fred, I agree as a sub it is difficult to have a lot of practice with these strategies, which is why I like this text so much. It will make a great reference when we achieve full time positions so that we can actually implement these strategies where we see fit. Unlike some other text books we have had to purchase for class that end up sitting on a shelf collecting dust, I know I will continue to get use out of this one. The SQ3R strategy stands out the most to me because I have seen it used in the elementary classrooms. It’s a great way for the students to do a close reading as they find their answers in the text.
ReplyDeleteBlooms taxonomy is a concept that is basically branded on my brain. With this being said, it is also one of my favorite strategies to implement in lesson plans. Higher order questioning, I believe, is a very successful strategy in differentiating lessons as well. Lower level questioning can be geared towards students who may be at a lower skill level in any subject as to higher level questioning can be geared towards those students who are a higher skill level. The purpose of questioning is to guide students to think differently or more in depth about different material. Most levels in Bloom's Taxonomy prompts students to go beyond the straightforward black and white answer and to view material in a different light. One strategy I liked while reading this chapter was the task cards where a student is the questioner and one the respondent. This activity is beneficial because it has the students developing their own questions regarding the higher order questioning model. This type of activity however could take lots of direct instruction, or practice time. In my own experience, it took me a little while to really understand Bloom's Taxonomy and be able to develop my own, hard hitting questions. Students at a middle level will deffiniltly need lots of modeling to help guide them through this activity.
ReplyDeleteI like that varying types of questions makes kids take a more active, rather than passive role in reading and learning, esp. if they have to answer to a peer. Will try the ReQuest strategy in S.S.
ReplyDeleteThe crazy acronyms make my head hurt, though! SQRQCQ and SQ3R?? really?