Designing and Using Probing Questions
Linking Exploratory Activities with Concepts
Module Four

Ron Hochmuth, Instructor
hochmuth@alexandriacentral.org
fax: (315)482-9973

HELLOOOOOO class. Mea culpa's regarding the lateness of this module but as there is no specific assignment attached to it I think we're still on target.

Have you ever gone to a workshop and when it's finished wish there were handouts so that you could return to your classroom and try the things you had learned? That will be my endeavor with this and next month's modules.

Specifically, I will offer a grocery list of strategies related to the art of questioning and by their nature are Learner Centered. Your "task" this month will be to consider these suggestions as you develop your lessons and implement them accordingly as an appropriate teaching strategy. I have had the following list since my days as a teacher. When I became an administrator I copied them on a 5" by 8" card stock and shared with my teacher. They have become a desk top ready reference. Kindly consider ways to extend student thinking:

WAIT TIME provide at least 3 seconds of thinking time after a question AND after a response. (research says higher quality responses)

UTILIZE "THINK - PAIR - SHARE allow individual thinking time, discussion with a partner, and then open it up for class discussion

ASK "FOLLOW - UPS" Why? Do you agree? Can you elaborate? Tell me more. Can you give me an example? (allows for depth)

WITHHOLD JUDGMENT respond to students answers in a non-evaluative fashion. (allows for more risk taking by students)

ASK FOR SUMMARY TO PROMOTE ACTIVE LISTENING "could you please summarize John's point?" (they had better have been listening)

SURVEY CLASS "How many people agree with the author's point of view?" (thumbs up or thumbs down is an extension of this)

ALLOW FOR STUDENT CALLING "Richard, will you please call on someone else to respond?" (you can't be accused of playing favorites or conversely picking on someone)

PLAY THE DEVIL'S ADVOCATE require students to defend their reasoning against different points of view. (challenge them to THINK!!!)

ASK STUDENTS TO "UNPACK THEIR THINKING" "describe how you arrived at your answer"

CALL ON STUDENTS RANDOMLY avoid pattern calling or only those who hands are raised

ENCOURAGE STUDENT QUESTIONING let students develop their own questions. * editorial - very learner centered. I observed a class the other day where the students asked more question than the teacher mainly due to their burning curiosity on the topic AND the great rapport/trust that exist in that class. It was awesome.

CUE STUDENT RESPONSES "there is not a single correct answer for this question. I want you to consider alternatives."

Well there is this month's lesson. Make these part of your teaching repertoire and the quality and effectiveness of the art of questioning will be enhanced.

The feedback you should report this month for the course is simply a reflection on how these strategies "played" out when you employed them. Let us know by clicking on the link below.

Please e-mail me your thoughts to the following:

In regards to the practices offered in this module, please react to how the techniques worked.