Chelsea Meyer 1

Ch. 6 Assignment: Why Ask? Questioning Strategies in the Classroom

Heading/ Subheading

Main Points

Connections

The Benefits for English

Language Learners

-In many classrooms, only

fluent students answer teacher
questions
-ELLs need to ask and answer
questions
-Providing wait time allows
ELL students to construct
responses
-Necessary to create a
classroom culture of inquiry
-Teacher modeling is necessary
-re-structured questions
monitor and guide the ways
that students construct and
examine meaning in reading,
writing, talking, listening, and
reflecting
-The questions based on
rhetorical styles are: questions
about logic (Logos), questions
about the writers (Ethos), and
questions about emotions
(Pathos)
-relate to Blooms Levels
(Knowledge, Comprehension,
Application, Analysis,
Synthesis, and Evaluation)
-Higher order questions
promote higher order thinking
in students
-Higher order questions
demand that students draw
inferences, justify answers, and
defend opinions.
-Prompting and probing are
effective techniques.
-these techniques examine
what happens before and after
the question is asked.
-Effective questions are
followed by appropriate

-This kind of reminds me of a

Spanish Conversation class that
I took.
-We were given topics ahead of
time, which allowed us to
construct responses for
conservation in Spanish prior
to class.
-This was similar to the
probing instruction in
MicroTeaching.
-We were taught that students
need to be asked questions that
will encourage a better
understanding of the topic.

Creating Quality Questions

Higher-Order Questions

Effective Questioning
Techniques

-I am currently writing my
thesis. One of the main points
is the development of 21st
century skills in todays
students.
-Higher order thinking is a 21st
century skill that students will
need in the future.

-This technique is very similar

to the Think-Aloud Lessons
that were used in our
Developmental Reading class.
-Teachers typically anticipate
possible answers to the
questions asked. They can then

Chelsea Meyer 2

Questioning the Author (QtA)

Questioning the Author in

English

ReQuest

ReQuest in Social Studies

follow-up questions.

adjust their response and ask

appropriate follow-up
questions.

-text-based strategy that invites

readers to interact with info,
build meaning from the
content, and analyze for
authors purpose.
-Questions serve as discussion
prompts
-Allows learning to be studentdriven
-Collaborative discussion
follows the open-ended and
author-oriented queries
-Teacher participates in
discussion as facilitator.
-Can be done w/ or w/o
background knowledge
-When questioning/answering
goes off topic, the teacher can
present a new piece of
information to steer the
discussion
-When the teacher hears a
comment that is particularly
important, he or she can
reiterate it to the rest of the
class.
-designed to assist students in
formulating questions and
answers based on a text
passage
-Pairs read section of text
together. They then write 2 or 3
questions and quiz each other.
-Students should close the text
to answer the questions.
-The teacher then becomes the
questioner for the next section
of text.
-technique helps
comprehension
-can be used with multiple
texts (to find information)
-Students may pick out

-I dont think that I have ever

actually seen this used in the
classroom.
-However, I have seen
discussions on theme of the
stories. The authors purpose
and theme are often one and
the same.

-I think that most Elementary

teachers use a similar method
when reading
-If elementary teachers use
discussion, they will most
likely repeat important
comments.

-Although I have never seen

this done, I think that it would
be a really good technique to
promote comprehension.
-When students know that they
will have to create and answer
questions based on the text,
then they will be more
motivated to learn from the
text.

-This technique would be very

beneficial for Social Studies
texts
-B/C students can find Social
Studies information in a

Chelsea Meyer 3

DR-TA in Social Studies

Question-Answer Relationship
(QAR)

QAR in Science

questions and answers that

arent necessary to learn, it
may be necessary for the
teacher to step in and pick out
main points (or guide students
to main points)
-DR-TA stands for Directed
Reading-Thinking Activity
-used to monitor their
understanding through
questioning.
-can be done using a K-W-L
chart
-role shifts form generating
questions to coaching students
to generate and respond to their
own questions
-entails guided discussion
-written responses serve as
talking points in conversation
-Describes 4 types of
questions: Right There, Think
and Search, Author and you,
and On Your Own.
-Based on three categories of
question classification: Text
explicit (the answer is directly
quoted in the text); text implicit
(the answer must be implied
from several passages in the
book); and script implicit
(requires both the text and prior
knowledge and experiences)
-requires teacher to model
different levels of questions
-framework for students to
apply in answering questions
-This method relies on
determining what types of
questions are being asked in
order to formulate appropriate
answers.
-students answer and generate
classrooms to and from their
classmates.
-the teacher will commentate

multitude of sources, this

technique would help students
to consolidate their information
at the end.

-This technique allows students

to be responsible for their own
learning.
-They are also responsible for
guiding the discussion, which
is a great 21st century skill for
them to learn.

-I have never seen this taught

in the classroom either.
-I think that teaching the types
of questions would help
students to use a variety of
questions in their discussions.

-I could see this working better

in a secondary classroom
-Because many elementary
students will focus on

Chelsea Meyer 4

Using Questioning for Study

(SQ3R, SQ4R, and SQRQCQ)

SQRQCQ in Mathematics

Questioning Through
Reciprocal Teaching in the
Mathematics Classroom

on the questions if he/she feels

that a certain question is
especially important.

understanding questions, it may

be necessary to provide them
question stems to work off of.

-SQ3R= Survey (skim text for

headings and charts), Question
(turn headings into questions,
Read (Read to answer
questions), Recite (answer
questions and make notes),
Review (Reread for details and
unanswered questions).
-echoes the behavior of
effective readers
-allows for the use of
metacognitive techniques
-SQRCQ= Survey, Question,
Reread, Question (Ask what
operation needs to be
performed), Compute (Solve
the Problem), and Question
(Does the answer make sense?)
-this method is used for solving
math problems
-can help with word problem
intimidation
-allows for the implementation
of skillful questioning
techniques
-this method builds vocabulary
and application skills
-allows for open discussion of
math problems
-works better if the teacher
reads the problem from the
students perspective
-by continuing to look back
and examine the problem,
students are able to understand
the problem better
-students predict, clarify, and
summarize during reciprocal
teaching
-the students use this method in
a multi-step process
-the teacher can use reciprocal
teaching to foster questioning

- I have used this in my content

classes.
-This helped me to retain more
information from what I read.
-I also used this as a study
method for large tests.
-By using the SQ3R technique,
students will be able to
comprehend more and learn
more

-I have never seen this exact

method used.
-However, I think that using an
opening questioning method
would allow for students to
become more comfortable with
problems.
-It may also help to get rid of
stigmas associated with
mathematics.
-This method could be very
beneficial in an elementary
classroom b/c each step will
help students to understand the
topic better.
-The students can then reflect
on the entire process and use it

Chelsea Meyer 5
to problem solve.

Implementation Tips for the

Mathematics Classroom

-The following steps for using

reciprocal teaching should be
used for fostering student
generated questions:
1. Review and discuss with
students all math principles,
concepts, and formulas that
will be used to solve the
problem.
2. Apply several sequential
math operations to solve the
problem. The problem should
be authentic and relevant.
3. Place students in mixed
groups and share the math
inquiry process.
4. Manage by waling around
classroom, answering student
questions, and provide
individual and small-group
instruction as needed.
5. Provide a forum for groups
to share their answers and the
ways in which they arrived at
their answers. Groups not
representing should take notes
and add them to their findings.
Student-Generated Questioning -Questioning techniques can be
in Electives
applied to any subject
-Students prepare questions,
share inquiry choices, and
write them down as reminders
for future use.
-When students are aware of
questioning strategies, they can
use the strategies to guide their
own comprehension.

to understand further
applications.
-I like the way that these steps
are laid out b/c I think that it
could be adjusted for the
Elementary classroom.
-It is likely that elementary
students will need to learn and
practice these components
individually before they are
able to implement the
procedure on their own.

-Questioning strategies would

be very beneficial in electives.
-B/c questioning enables
students to go deeper into a
topic, they would gain a better
understanding of electives
(arts, social sciences, etc.) if
they were able to understand
and apply questioning
techniques.

Summary:
This chapter talked about the different questioning techniques that can be applied in the
classroom. By using questioning techniques, teachers are better able to determine student
progress and students are better able to take responsibility for their own learning.

Chelsea Meyer 6