Higher Order thinking and Questioning Techniques for All

1 Higher Order QuestioningHigher Order QuestioningTechniques for All for All :Presenters:Janey WalkerJaney WalkerTherese CorbenTherese CorbenProgram developed collaboratively by Sydney Region Central North andProgram developed collaboratively by Sydney Region Central North andCentral South Learning Assistance TeamsCentral South Learning Assistance TeamsRationaleRationaleALLALL students require Questioning skills that students require Questioning skills thatrange from low to Higher Order . Students whorange from low to Higher Order . Students whoexperience learning difficulties, as well asexperience learning difficulties, as well asstudents with language and other relatedstudents with language and other relatedlearning difficulties do not learn to think andlearning difficulties do not learn to think andquestion automatically.

2 They need to be taughtquestion automatically. They need to be taughtHOWHOW to engage in Higher Order Questioning in to engage in Higher Order Questioning inorder and comprehension skills to make senseorder and comprehension skills to make senseof oral and written oral and written only Higher achieving students are taught howOften only Higher achieving students are taught howto use Higher Order thinking and questioningto use Higher Order thinking and , ALL students need to learn and assimilateHowever, ALL students need to learn and assimilatethese skills into their everyday skills into their everyday lives. Research tells us that these skills help to Research tells us that these skills help to buildbuildthe life long interaction and communication skillsthe life long interaction and communication skills and help students to and help students to master the habits of mind master the habits of mind(critical, creative and self-regulated), needed to(critical, creative and self-regulated), needed tofunction as productive members of as productive members of society.

3 Aims of the ProgramAims of the Program To teach students how to understand andTo teach students how to understand andanswer questions. To teach students requiring additional support,To teach students requiring additional support,strategies to access effective comprehensionstrategies to access effective comprehensionand Higher Order Questioning Higher Order Questioning integrationKnowledge integrationCultural knowledgeCultural knowledgeBackground knowledgeBackground knowledgeStudent directionStudent directionHigh expectationsHigh expectationsExplicit quality criteriaExplicit quality criteriaSubstantive communicationSubstantive communicationMeta-languageMeta-languageH igher Order thinkingHigher Order thinkingProblematic knowledgeProblematic knowledgeDeep understandingDeep understandingDeep knowledgeDeep knowledgeQuestioningQuestioningQuestioni ng is a key aspect of the teaching andQuestioning is a key aspect of

4 The teaching andlearning should draw students into the learningQuestions should draw students into the learningprocess process as well asas well as checking on acquisition of checking on acquisition students ask questions this leads to moreWhen students ask questions this leads to moretalk, Higher level thinking and can result intalk, Higher level thinking and can result inacademic and social and social of QuestioningPurpose of Questioning To help the teacher gauge how effectively students areTo help the teacher gauge how effectively students To assist the teacher with forward assist the teacher with forward planning. To give students opportunities to articulate theirTo give students opportunities to articulate To provide opportunities for successful answers To provide opportunities for successful answers but also tobut also toprovide challenge.

5 To help improve social help improve social skills. To provide To provide opportunities for students to ask questionsopportunities for students to ask questionswhich can lead to more sophisticated can lead to more sophisticated discussions. To lead students to question their own learning and thusTo lead students to question their own learning and thusenter the world of meta-cognition (reflecting on theenter the world of meta-cognition (reflecting on thelearning process), with wide-ranging process), with wide-ranging benefits. Higher cognitiveHigher cognitive OpenOpen DivergentDivergent Higher level/highHigher level/highorderorder High enquiryHigh enquiry FactualFactual ClosedClosed ConvergentConvergent Lower level/lowLower level/loworderorder Low enquiryLow enquiryCategory 2 Category 2 QuestioningQuestioningCategory 1 Category 1 QuestioningQuestioningOpenOpen Create an originalCreate an originaldesign or reportdesign or report Give an opinion onGive an opinion on Make a judgementMake a judgementaboutabout Consider theConsider theattitude of personsattitude of enquiryHigh enquiry(divergent)(divergent)

6 ClosedClosed Recall/memoriseRecall/memorise Describe in wordsDescribe in words SummariseSummarise Give an example ofGive an example of Classify on basis ofClassify on basis ofknown criteriaknown criteriaLow enquiryLow enquiry(convergent)(convergent)Type of responseType of responseStudent responsesStudent responsesType of questionType of questionLow enquiry vs high enquiryLow enquiry vs high enquiry Low enquiry questions tend to reinforce Low enquiry questions tend to reinforce correctcorrect High enquiry questions stimulate a much broaderHigh enquiry questions stimulate a much broaderrange of responses. And tend to stimulate high levelsrange of responses. And tend to stimulate high levelsof supports the using of both types ofEvidence supports the using of both types ofquestions as low enquiry will help to sharpenquestions as low enquiry will help to sharpenstudents ability to recall and focus on details whilestudents ability to recall and focus on details whilehigh enquiry encourages divergent and criticalhigh enquiry encourages divergent and criticalthinking skills needed for all students to engagethinking skills needed for all students to engagesuccessfully in in of the types of questions and their predicted effectKnowledge of the types of questions and their predicted effecton student thinking is important.

7 However researchers haveon student thinking is important. However researchers havefound that there are other factors associated with questioningfound that there are other factors associated with questioningthat can enhance critical and creative can enhance critical and creative TimeWait TimeCurrent research reports that if a teacher uses wait timeCurrent research reports that if a teacher uses wait time(up to 5 seconds), before requiring an answer, it:(up to 5 seconds), before requiring an answer, it: Allows students to work out a longer, more detailedAllows students to work out a longer, more detailedresponse to a to a question. Enhances Enhances speculative thinkingspeculative thinking by the students.

8 By the students. Increases the logical consistency of studentsIncreases the logical consistency of students Increases the number of questions asked by theIncreases the number of questions asked by Results in greater participation by all in greater participation by all (low Order vs high Order thinking ) (low Order vs high Order thinking )If I ask you to tell me or list all the kinds of graphicIf I ask you to tell me or list all the kinds of graphicorganisers you know you will engage in one type oforganisers you know you will engage in one type ofthinking. If I ask you to design a graphic organiserthinking. If I ask you to design a graphic organiserthat no-one in the world has ever thought of thatthat no-one in the world has ever thought of thatcauses your mind to process in a completely differentcauses your mind to process in a completely as many graphic organisers as you can.

9 WhatList as many graphic organisers as you can. Whatskills did you use?skills did you use?Discuss with a partner what you think is the biggestDiscuss with a partner what you think is the biggestgraphic organiser in the world. What skills did yougraphic organiser in the world. What skills did youuse?use?Now decide what is the smallest graphic decide what is the smallest graphic Order thinking is much more Order thinking is much more s questionss questionsResearch reports that in a typical classroomResearch reports that in a typical classroom60% of teacher60% of teacher s questions require students tos questions require students torecall facts, 20% ask about procedures andrecall facts.

10 20% ask about procedures andonly approximately 20% require any kind ofonly approximately 20% require any kind ofhigher Order thinkinghigher Order thinkingIf we want to foster critical and creativeIf we want to foster critical and creativethinking in the classroom then this patternthinking in the classroom then this patternof Questioning must be changedof Questioning must be s checklist for Effectives checklist for Effectivequestioningquestioning Do I make certain that all students develop a deep understanding of keyDo I make certain that all students develop a deep understanding of keydeclarative and procedural knowledge by emphasising Higher orderdeclarative and procedural knowledge by emphasising Higher orderquestioning?