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

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

Hello again class .... "good morning Mr.. Hoch...muth" they replied in sing song unison. Interesting what you miss after having been in the classroom for 16 years ... ahhhh how I miss that sweet sound of a responsive class.

Speaking of responsive classes, if you had to gauge how your students have been responding since your involvement in this course what would you say? (that's today's reflective question. Please e-mail me your response to it.)

I had the great fortune from hearing from BMorgan in an email this week. It was the best letter. She shared her confusion and wonderment of it all but in the final analysis she was right on target. And why ? Because she followed her intuitive nature and professional discretion to recognize what needed to be done to fit her particular situation. Her initiative is commendable. The lesson we learn from BMorgan this month is that my humble course offering is not a panacea, it's for consideration to be used at our discretion where it may have the greatest effect on learning. Thanks Bmorgan!!!!

...And now to continue with where we left off last month. I believe we had looked at about 5 "good classroom questions" from Burris. This month Burris's last 5.

Focusing Questions

How many times do we hear the lament "oh they just don't, can't or won't focus?" Focus questions:

help students identify the characteristics and definition of the big ideas.
focus students on naming and describing what they know, identifying concrete examples, and categorizing information.
Examples: generating list, noting groupings, labeling or titling

Shared Questions

Encourage students to safely enter the classroom conversation and discuss ideas. Frequently accompanied by teacher's moving towards the class, smiling encouragingly or simply nodding.

ask students to share ideas. "who will share?" allow passing
promote variety. "what are some completely different ideas?"

Clarifying questions

Require students to make their thoughts and meaning explicit. Do not assume. Ask for clarification and explanation. A specific answer is sought not generalization.

"what do you mean by.....?"
Tell me more about.....
"how should I write that...?"

Contextualizing questions

Helps students to situate their understandings. Identify conditions which their understandings exist. Determine cultural factors that effect their meaning. Cite assumptions upon which understandings are based.

ask for conditions. "what would have to happen or be true for ....?"
elicit values, attitudes beliefs. What do you base that opinion upon? why is that valued? Is that okay?
upon what assumptions is .... based?

Organizing questions

Helps students to determine outcomes, sequences, similarities and differences, cause and effect. ALWAYS follow with WHY?

seek predictions. very powerful opportunity for expanding thinking.
discuss similarities and differences.
note causes and effects. "What would happen if students actively got involved in class?"

....as Bugs Bunny would say....Tha,tha,tha,tha,tha, that's all folks. At least for this month. I believe there is one more module next month and it will be a synopsis overview. (read - no homework)

The reflective question is in the first paragraph but it remains in essence the same every month "How are you using this course to consider questioning as a teaching strategy in your class?" And hopefully you have a notion on how you will put together a final and culminating project. Remember my by-word is YOUR professional discretion ... in other words your choice on what means the most to you. Good Luck...email me if you have any questions ;-).