Add Effective Questioning to Toolkit

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“Bloomin” Questioning: The Basics

My knowledge of questioning was limited prior to being hired as a teacher of Talented and Gifted students. I vaguely remember hearing something about Bloom’s Taxonomy.  But honestly, it didn’t sound important to me at the time.  My new position put it front and center of my teaching. However, I was WRONG not to have used it in my prior placements. Good questioning should be in every teacher’s toolbox and used often in both instruction and assessment.  It is a great addition to a parents’ toolbox as well.

Most questions are used to ask students to recall and check for understanding.  For deeper understanding, we should ask children to apply their knowledge. Often my students could recall the information but could not explain their answers.  Most of today’s testing requires students to explain their answers and gives partial credit to validate thinking.

This is an excellent topic for discussion.  Therefore, look for future blogs on effective questioning for different age students that will include questioning stems to help in the classroom.

Blooms taxonomy map

Remember: Being able to recall or recognize ideas and information.

Understand:  Understanding the main idea of new information and being able to summarize.

Apply:  Applying an idea to solve a problem.

Analyze: Breaking down an idea into parts to help understanding.

Evaluate: Using reasons to support your idea.

Create:  Create a new idea using new information.

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Highly-abled students need attention too!

Behaviors (7) Predict School Success?

Last week, my oldest granddaughter excitedly started Kindergarten.  We all knew she was ready, but our eyes still welled up when she climbed the bus stairs.  She is growing up so fast!  So, how did we know?  Well, GiGi’s and daughters JUST KNOW but research on behaviors that predict Kindergarten Readiness also gives information to consider.

report by the U.S. Department of Education’s National Center for Education Statistics (NCES) indicates that kids entering kindergarten display a wide range of behaviors.  Some of them give kids a big advantage. The study tracked  students from kindergarten through third grade, to  determine whether some of these behaviors are related to academic performance. They are:

  • Pays attention well
  • Learns independently
  • Persists in completing tasks
  • Organizes belongings
  • Adapts easily to change
  • Shows eagerness to learn new things
  • Follows classroom rules

Looking at the list and Little Miss M, a couple of items make us raise our eyebrows but OVERALL, she was ready.  Have fun Miss M! School is  ready for you!

Helpful Link: Entering Kindergarten: A Portrait of American Children When They Begin School 

Picture Walks can promote reading

Research states that reading books aloud to children stimulates their imagination and expands their understanding of the word. It helps them develop language and listening skills and prepares them to understand the written word. But what to do if your child is not interested and it becomes a nightly struggle rather than a special nighttime ritual? Try Picture Walks!

As a K-2 principal I sometimes gave pep talks to parents in ways to engage their child in reading. A simple and easy way to help your child read is to do a “Picture Walk” BEFORE reading an unfamiliar story. “Picture Walks” help children to learn how to preview and make predictions about a book. A “Picture Walk” can last one day or multiple days depending on your child’s interest.

Before you read with your child

  • Choose a book and read it to yourself first.
  • While reading, look closely at the illustrations (pictures), the text (words) and the structure of the book (lots of illustrations, words on the bottom/top, rhyming, repetition of words)
  • Think about what YOUR child will like about the book. (illustrations, characters, ending)

While reading with your child

  • Model how to read
  • Look closely at the illustrations with your child and have them talk about what they see. There is no right or wrong answer, just talk about the illustrations.
  • Point out text features that will help them comprehend the story. (Subtitles, question marks, exclamation points)
  • Use some of the new words in the story when pointing to the illustrations.
  • Looking at the illustrations, ask general questions about the story. (Ex: where do you think the story is taking place, who might the story be about?)
  • Respond to their replies vaguely; rather that they are correct or incorrect. (Use phrases like “I wonder, it looks like, oh maybe, let’s read further)

After reading the book

Review some of the ideas and predictions that you talked about while looking back at the illustrations.  This reinforces their thinking and fosters enthusiasm.

 

Mysteries to support critical thinking

mystery detective Solving mysteries can support critical thinking while having fun

Mystery Luncheons were a regular activity in our school when I was a principal.  I invited different grades each day to join me to eat lunch and  I shared with them a few mysteries to solve.  It was a great time as we all chatted and tried to solve the mysteries.

The object of 1-2 minute mysteries is to solve the mysteries based on clues in the story. The clues are few and very often are not obvious.  The mysteries seem impossible to solve until you remember there is something (or more than one thing) that you are making assumptions about.

Steps to Solve:

  1. Read the story slowly.
  2. If you are solving the mysteries with a friend, you can ask questions that can only be answered yes or no. Be sure to phrase the questions vaguely at first? Such as does the solution have anything to do with a specific character, the setting, the time of year, time of day, the weather etc.
  3. Once you realize the answer is not clear, look at the story and think about what the tricks in the story could be:
    • Most times the trick could be in our assumptions of the 5 W’s. (Who, What, When, Where and Why)
    • What tricks could be in the story?
    • Is there something about the sequence of what happened? (what happened first, second or last)
    • Is there something about the characters? (Their name, the type they are)
    • Something about the setting? (weather, time)

Mystery Stories

  1. In the old West a man rides into town on Friday. He stays for three days and leaves on Friday. How can this be?
  2. A father and son are in an auto accident. The father dies and the son is rushed to the hospital in critical condition. The doctor looks at the boy and says, “I can’t work on him, he’s my son.” How can this be?
  3. Donna and Jerry and Howard and Mary all live in the same house. Donna and Jerry go out to a movie, and when they return, Howard is lying dead on the floor in a puddle of water and glass. It is obvious that Mary killed him but she is not arrested.  How could that be?
  4. There is a pipe, a carrot and a pile of pebbles together in the middle of a field. Why?
  5. Declan wants to go home, but he can’t go home, because the man in the mask is waiting for him.

Clues:

  1. Friday is not a day of the week
  2. Some careers have both men and women employed
  3. Howard is not a man
  4. Can you think of something that uses all 3 items?
  5. The man in the mask is not a threat. He is supposed to be wearing a mask.

Answers:  (You asked for it, here they are) 

  1. Friday is the name of the horse the man was riding on.
  2. The surgeon is the boys mother.
  3. Howard is a fish.  He lived in a fishbowl and it had fallen on the floor.
  4. The items were the remains of a melted snowman.
  5. The man with a mask is a catcher at home plate.

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Highly-abled students need attention too!

magnigying glass Most students in my talented and gifted classes were highly-abled.  At times, these students exhibited traits of giftedness in a subject area.  At other times, it may have been their creativeness or problem solving ability.  Knowing the characteristics of highly-abled students will help teachers modify curriculum to develop strengths and address student needs.

  1. has an excellent memory
  2. has a large vocabulary
  3. Uses complex sentence structure for their age
  4. reads earlier than peers
  5. enjoys problem-solving
  6. demonstrates logical thinking
  7. concerned with social and political issues
  8. asks probing questions, inquiring minds, curious
  9. has original ideas
  10. enjoys and initiates own learning
  11. is organized
  12. can concentrate for lengthy periods of time
  13. tends to be persistent and motivated
  14. can be impatient and intolerant
  15. has a wide range of interests
  16. may have an extreme focus in one interest
  17. has a deep knowledge base
  18. often highly sensitive
  19. has sophisticated sense of humor
  20. transfers learning to new situations
  21. makes connections between different activities and ideas
  22. works well independently
  23. enjoys spending time with  older students or adults

(Source: National Association for Gifted Children (https://www.nagc.org/)

Math Enrichment Problems: Jan. Grades 2-3

Math Enrichment Problems

Welcome to the 2nd month of threeringsconnections.org  Monthly Math Enrichment Problems post, Each month I post some Math Enrichment problems for grades 2-3.  I hope you will find them useful with your students in class or your kids at home.

Don’t forget to use 1 of your 6 problem solving strategies

  1. Draw a picture
  2. Guess and Check
  3. Use a table or list
  4. Find a pattern
  5. Logical reasoning
  6. Working backwards (try a simpler version first)

Problem Solving – Here we go! 

  1. On a baseball team, Chris, Jerry and Matt each played one of three positions of pitcher, catcher and second baseman, though not necessarily in that order. The second baseman, playing his first season with the team, had the lowest salary.  Chris, who along with Jerry had played two seasons with this team, earned more than the pitcher.  Who was the pitcher?
  2. Declan wants to swim 20 yards out into the ocean. He swims out 5 yards in 4 seconds but then in one second a wave pushes him back 2 yards. If this cycle continues, how long will it take Declan to get 20 yards out for the first time, even if only for an instant?
  3. A group of 63 students went to the museum. Some students took the bus, the rest went by car. If 41 students took the bus and 3 students rode in each car, then how many cars were needed?
  4. Lowyn likes to celebrate her birthday for a whole week. On the first day she eats one cookie.  On the second day she eats 2 cookies. This continues on until the seventh day when she eats 7 cookies. How many cookies did Lowyn eat that week?
  5. Doug spent $44 This is twice as much as Kelly and Marian spent together.  Kelly spent $9.  How much did Marian spend?
  6. 61 + 12 = __ – 7   Find the number that belongs on the line.
  7. If 40 – 6 = Q, how much is 45 + Q

Answers:

  1. Matt is the pitcher.  Neither Chris nor Jerry played second base (it wasn’t their first season).  Matt played second base. Chris earned more than the pitcher so he’s not the pitcher, Matt is.
  2. The answer is 29.  Every 5 seconds he gains 3 yards. After 25 seconds he is 15 yards out. In 4 more seconds he will be 20 yards out for the first time (even if only for an instant).
  3. The answer is 8.  63-41=22.  If 3 students traveled in each car, there were 8 cars.   7 cars had 3 students for 21 total and an 8th car was needed for the 22nd student.
  4. The answer is 28.  1+2+3+4+5+6+7=28
  5. The answer is $13.  Half of $44 is $22.  Since Kelly spent $9, then Marian had to spend $13 to equal $22.
  6. 80 goes on the line.      61 + 12 = 73   and 80 – 7 = 73
  7. Q = 79.

Don’t forget to check in NEXT MONTH for more Enrichment Problems 

Other posts related to this topic

Math Enrichment Problems: Dec. Grades 2-3   December 15, 2018

Math Enrichment: How To Encourage?  December 13, 2018

Enrichment in Class? Is Your Child Being Challenged?  December 4, 2018

Highly-abled students need attention too!  September 17, 2018