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Similar a Questions: Using Question Starters and Socratic Questioning
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Questions: Using Question Starters and Socratic Questioning
- 1. + Questions References: The Power of Inquiry, Kath Murdoch and https://belmontteach.wordpress.com/
- 2. + Using question starters Who What Why Where How When Did Could Might If Should Can
- 3. + Socratic Questioning To Clarify What do you mean by…? Are you saying…? Could you restate that in another way? How does that connect with (the idea/ concept/text being discussed)?
- 4. + Socratic Questioning To Probe Assumptions What makes you say that? Where did you get that idea from? Might there be another way of looking at that?
- 5. + Socratic Questioning To Justify and Seek Evidence Can you give me an example of…? How do you know that…? How might someone argue against that? How can you be sure? Why is this so? What is your evidence? What would you need to change your thinking?
- 6. + Socratic Questioning To Elicit Other Perspectives and Viewpoints Might there be another way of looking at this? If you were…what do you think you would say? How does this compare with…’s view? Who would agree with you? Who would disagree? Have you always thought this way?
- 7. + Socratic Questioning To Explore/ Reveal Implications and Consequences So if that is true, what would it mean for…? What might that lead to? What if this is not the case?
- 8. + Socratic Questioning To Think about The Question Itself Why do you think I asked that question? Is there a better way of asking about this? Is we asked the question this way, how would out thinking change? Was that a useful question?
- 9. SOLO level Verbs What Who Where When How Why Identify Define Describe Outline Analyse Distinguish Explain Argue Evaluate Justify Predict Prove Prioritise Theorise
- 11. + Linking questions to a cycle of Inquiry Phase and Purposes Key Questions Framing the Inquiry • Establishing the context and a compelling question • Making links with the system/ school curriculum • Identifying understanding goals • Identifying key skills and dispositions • Identifying possible indicators of understanding What do these students want and need to learn and do? What do we want them to come to understand and be able to do? What are the students revealing to us in these initial conversations? What is important to learn about this? What are the big ideas? Why is this worth doing? Is this worth doing? How can we connect this with our students’ lives? What do we know/ think/ believe about this?
- 12. +Linking questions to a cycle of Inquiry Phase and Purposes Key Questions Tuning In • Gathering data about students’ existing thinking, knowledge, feeling and understanding • Helping students make connections with the key concept/s • Providing purpose, the big picture and authenticity • Motivating, exciting, engaging students What are you wondering? When you see this (image/ question/ word/ object), what does it make you think about? What does this remind you of in your own life? What connections can you make? I wonder what you are thinking about this? What do we already think/ feel/ know about this? What do we need to know or think more about? Why might this be worth learning about? Let’s figure out what we already think about this. Let’s see what we can work out first. What’s interesting about this? What do we need to get better at doing as learners?
- 13. + Linking questions to a cycle of Inquiry Phase and Purposes Key Questions Finding Out • Gathering new information to address the compelling question • Developing the research skills that are required • Learning how to organise and manage the process of finding out • Having some shared experiences that will allow us to talk and share our thinking with others • Stimulating curiosity through new experiences and information • Learning how to record information gathered in efficient ways What would be the best way to find out more? Who could we ask? What could we do? What could be the best way to remember what we find out? What is this telling us? How is this connection to what we already knew? How do we know whether this is reliable information? How can we check this? Where has this information come from? How is this making us feel? What skills will we need to use?
- 14. + Linking questions to a cycle of Inquiry Phase and Purposes Key Questions Sorting Out • Comprehending – making meaning of the information gathered • Revealing new thinking and deeper understanding • Answering questions • Reviewing/ revising early thinking – synthesising • Interpreting the information and communicating with others How is our thinking changing? What patterns are you seeing? What does this mean? What questions does this make you want to ask? What are you noticing? What questions have we answered? Now what? What’s the best way to explain this to others? What connections are we making? How is this making a difference to us? How are we using what we are learning?
- 15. + Linking questions to a cycle of Inquiry Phase and Purposes Key Questions Going Further • Opportunities for students to pursue questions and interests arising from their journey so far • Learners to work more independently on their investigations What are you most interested in finding out about now? How could you take this further? How might you go about this investigation? What new questions do you have? Is there something you think you could do with this information? How can you achieve that? What personal learning goals can you set during this task? What do you need? What do you need to do?
- 16. + Linking questions to a cycle of Inquiry Phase and Purposes Key Questions Reflecting and Acting (activated throughout the cycle) • To help students apply their learning to other contexts – to put the learning to use • To enable the students to reflect on what and how they have learned and set goals for the future • To assess final understanding and growth in skills So what? What can we say now that we couldn’t say then? What do we think is the most important thing we have learned about/ to do? What have we noticed about our thinking along the way? What is in our tool kit as a result of this investigation? What should we share with others? How? How ahs this changed us? Now what? What questions are we left with? What have we learned about ourselves? About learning?
- 17. + Question Prompts To remember How many…? What is/ was…? When did…? When was…? What happened after…? Who spoke to…?
- 18. + Question Prompts To Prompt Deeper Thinking How would you explain…? What do you think might happen next…? What was the main idea…? Can you clarify…? Can you show how…? What is a different way of saying…? What was this not about? What patterns are you noticing in…? Can you see a relationship between… and …? What new information did we get about…? How does this confirm what you already know about…? What is missing from…? What’s wrong with…? What examples can you find to show…? What is the main message here?
- 19. + Question Prompts To Prompt Transfer How could we use this again? What does this remind you of? Can you make a connection between…? If…had not happened, how might this have been different? Where is…? Can we use…? How does this connect to…?
- 20. + Question Prompts To Prompt Reflection What’s the most important thing about…? What makes you say that? How would you justify…? What would you have done differently? How do you know? How is your thinking changing? Why? What is your point of view? What might…think/feel/know about this?
- 21. + Question Prompts To Prompt Creativity What might you do with what you have learned about…? What new ideas can you contribute to…? What might happen if…? If…did not happen then how might…? What would you have done instead? What alternative strategy could you use? Is there a different way to do/think about/ say…? Can we see this from a different point of view?
- 22. + Learning to Ask Different Kinds of Questions A question about change How and why has the game of football changed in the last 20 years? A question about how it works or how something happens How do birds build their nests? How does our voting system work? A question about how it came to be How did the pyramids get built? How are guitars made?
- 23. + Learning to Ask Different Kinds of Questions A question about why it is important Why are polar bears important? Why do we learn about fractions? A question about how to do something What do you have to do to make a kite? How can you best throw a tennis ball? A question about what people think/ opinions What is the best way to stay fit? Have mobile phones made our lives easier?
- 24. + Learning to Ask Different Kinds of Questions A question about what is needed What can we do to help people without a home? A question about improvements How could we help stop bullying in the playground? How could we reduce the traffic on our roads? How could I change my sleep habits?
- 25. + Learning to Ask Different Kinds of Questions A question about caring/looking after How do you look after babies? How do museums preserve memories? A question about feelings How do people feel about asylum seekers being detained for long periods? A question about possibilities/predictions What if we had a rubbish-free lunch policy? What would happen if we planted bird-attracting plants in the school grounds?