The Art of Questioning in The Struggle to be Heard
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Transcript of The Art of Questioning in The Struggle to be Heard
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The Art of Questioningin
The Struggle to be Heard
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Icebreaker
Baggage Claim
Jot down 2 facts about yourself
Jot down 1 lie about yourself
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Hand Up, Pair Up, Share Up!
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Points to Ponder
• I never learn anything talking. I only learn
• things when I ask questions.--Lou Holtz
• My greatest strength as a consultant is to
• be ignorant and ask a few questions.--Peter Drucker
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Just the facts…
• when you ask questions with clarity, others respond more appropriately.
• confirming answers tends to prevent escalation of negative behavior.
• when questions stimulate a person to think, a deeper level of understanding results.
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Just the facts…
• Deeper level of understanding allows you
to communicate from the same pool of data.
• Understanding is not the same as
agreeing.
• Being understood is a deep human need.
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V.I.P./M.V.P. Textbook Text-rendering
• Inquiry Circles in Action—Stephanie Harvey and Harvey Daniels
• An alternative when using textbooks
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Kinds of Questions
• Reflecting
• Open-ended
• Closed-ended
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Reflecting
• Sentence Prompts
• “So you’re thinking that…
• “Sounds like you’re concerned that…”
• “You feel…because…”
• “I’m hearing that…”
• “Let me see if I understand what you are
saying…”
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Open-ended Questions
• Allows other person to express what is on
his/her mind, to tell you what he/she
considers to be important
• Gives maximum latitude to speak freely
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Closed-ended Questions
• Limit the length of the response to a few
words
• Call for a precise piece of information
• The short response focuses directly on a
specific point
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Phrasing to Avoid!
– Direct questions (especially “what”)
– Rhetorical questions
– Leading question
– Veiled assertions (“Don’t you think that…”
– Any question where you can put the word
“stupid” at the end.
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The Art of Questioning
“To question well is to teach well. In the skillful use of the question more than anything
else lies the fine art of teaching; for in it we have the guide to clear and vivid ideas, the quick spur to imagination, the stimulus to thought, the incentive to action.”
• C. DeGarmo, 1911• Interest and Education,• New York:Macmillan
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Why the Need for Change?
• American 5th graders spend 91% of their school day either listening to a teacher talk or working alone
• 1st and 3rd grade studies showed similar results
• Pianta and Belsky, 2007
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How About the Secondary Level--Ready to Read?
MS2 Phage Coat Protein—RNA Interaction
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How to Improve The Depth of Questioning?
• Text rendering with a purpose
• Think Pair/Share Collaboration
• Determining Importance
• Making Connections
• Ask Questions
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Comprehension Continuum
• Answers Literal Questions
• Retells
• Merges Thinking with Context
• Acquires Knowledge
• Actively Uses Knowledge
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Practice with Comprehension• Connector—text to text, text to self, text to real world
connections—”this reminds me of…”
• Discussion Director—form thick, not thin questions—cannot be answered with one word
• Quotation Finder—determine important quotes or words from the reading—be able to discuss why
• Summarizer—develop a synopsis of the main points in th reading
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Practice Deeper QuestioningConstructive Playtime
• Dementia Risk Seen in N.F.L. Players
• Literature Circles Format
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Lunchtime!
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Resource Sharing
• Literacy Coaching Clearinghouse
• Educational Leadership
• Journal of Adolescent and Adult Literacy
• National School Reform Faculty
• From the Sidelines!
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Chalk Talk
• Book Study Suggestions:
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Professional Learning Topics:
• Small Group
• Large Group
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Ticket out the Door!
• What will I stop doing concerning coaching?
• What will I think about doing concerning coaching?
• What will I start doing to become an even more effective coach?