Questioning definition: "Readers ask questions about the text and the author's intentions and seek information to clarify and extend their thinking before, during and after reading." (Reading.ecb.org, 2014) A teacher can pick a short text so it can be finished quickly and start exploring questions. "Model thinking aloud and mark the text with stick-on notes." (Harvey, 2014)
Questioning research: "A trend is apparent in the research behind questioning. It is movement from a focus on questions as isolated events to a focus on questions embedded within larger spatial and temporal contexts, including the contexts created by the ongoing classroom discourse." (Education.com, 2014) Teachers should ask all levels of Bloom's Taxonomy questions. Questioning can be asked in depth and detail for students to comprehend what they read and remember it.
How you may use it: A teacher could use this strategy by teaching students the difference between thick and thin questions. Thick questions deals with the bigger picture or concept. Answers to thick questions are complex and open and ended. Thin questions deal with words or content. Answers to thin questions can be short and closed ended. Read a portion of a text and guide students to create thick and thin questions. Prompt them with kinds of each one. Then, have students create thick and thin questions for the text they are reading. Be sure to provide an anchor chart for the students to refer back to when needing help remembering what a thick or thin question contains. Another way a teacher can use this strategy is to select a text that encourages a lot of questions. Read a part of the text aloud. Have students ask questions on a sticky note and stick it in the text.
How it will benefit student learning: When you prepare for class, office hours, and help sessions, compose specific questions that you will ask your students (or that you anticipate they will ask you). Doing so will help a teacher increase student participation and encourage active learning. Strategies help formulate questions for exams and paper assignments. Active learning extends beyond the classroom. When a teacher asks questions in the classroom, they are modeling a process that students can and should use themselves; encourage students to use questioning strategies to assess what they have learned, to develop their thinking skills, and to study for exams. People use questioning everyday; having students practice questioning will be beneficial for them in school and the real world.
Writing component of the strategy: W.6.3 Write narratives to develop real or imagine experiences or events using effective technique and descriptive details. Writing is tied into this strategy because students can write down questions about anything they want to ask. It could be a question asking about someone's experience or a question asking to further explain details. Students will be using their coherent and clear writing skills to develop questions to ask about a text, real world situations, and etc.
2 videos with short summary: The first video is great for student engagement because the video is students teaching users of the video how to use questioning. It's great for instruction because the students are reflecting and explaining their learning with questioning. The whole video discusses how to use questioning and gives an example of a student with a brain and the questions who, what, where, when, why, and how to expand upon the concept of the brain.
The second video discusses different types of questioning. It referred back to my example earlier how there are thick and thin questions also known as open and closed questions. The man talks about those more in depth. This video could be engaging for students as a hook introducing thick and thin questions along with an anchor chart. It would be great for instruction because students will be provided with detailed information about questioning that help them create their own questions when being assessed.