and Discussion
Using Questioning
and Discussion
Techniques
3 ELEMENTS OF COMPETENCY
1. Quality of questions/prompts
2. Discussion techniques
3. Student participation
Group & Partners
Clock Buddies
Set this up at the
beginning of the
year and use it as
often as you need.
(go one hour at a time)
CCLS
SL K.1
Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers
and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to
others and taking turns speaking about the topics and texts
under discussion).
b. Continue a conversation through multiple exchanges.
c. Seek to understand and communicate with individuals from
different cultural backgrounds.
CCLS
SL 1.1
Participate in collaborative conversations with diverse partners
about grade 1 topics and texts with peers and adults in small and
larger groups.
a.
b.
c.
d.
Follow agreed-upon rules for discussions (e.g., listening to others with
care, speaking one at a time about the topics and texts under discussion).
Build on others’ talk in conversations by responding to the comments of
others through multiple exchanges.
Ask questions to clear up any confusion about the topics and texts under
discussion.
Seek to understand and communicate with individuals from different
cultural backgrounds.
CCLS
SL 2.1
Participate in collaborative conversations with diverse partners
about grade 2 topics and texts with peers and adults in small and
larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor
in respectful ways, listening to others with care, speaking one
at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their
comments to the remarks of others.
c. Ask for clarification and further explanation as needed about
the topics and texts under discussion.
d. Seek to understand and communicate with individuals from
different cultural backgrounds.
CCLS
SL 3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others’
ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and
texts under discussion).
c. Ask questions to check understanding of information presented, stay on topic,
and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
CCLS
SL 4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others’
ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore ideas
under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and
make comments that contribute to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in
light of the discussion.
CCLS
SL 5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others’
ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
c. Review the key ideas expressed and draw conclusions in light of information and
knowledge gained from the discussions.
d. Seek to understand and communicate with individuals from different
perspectives and cultural backgrounds.
ANSWERING
Answer Cards
Card-O-Matic
Response Boards
Clarification Time
ANSWERING
Answer Cards
Card-O-Matic
Response Boards
Clarification Time
ANSWERING
Answer Cards
Card-O-Matic
Response Boards
Clarification Time
ANSWERING
Answer Cards
Card-O-Matic
Response Boards
Clarification Time
Wait Time
How can you slow down
your questioning?
Be deliberate, be
intentional, use your
magic!
Finger on the brain…
HOTS
6- CREATING
What would happen if...?
How many ways can you...?
5- EVALUATING
Find a better solution to...
Judge the value of...
BLOOM’S
4- ANALYZING
3- APPLYINGQUESTION
2- UNDERSTANDING
ARROW
Explain what must have happened when..?
What are other possible outcomes?
Group by characteristics such as...?
What factors would you change if...?
Write in your own words...?
Write a brief outline...?
1- REMEMBERING
What happened after...?
How many...?
LOTS
Stump the Star
Using text in singles,
pairs, or small
groups…students try
to Stump the Stars
CSI SLIDE
CAREFULLY STUDY INFORMATION
CSI Questions
Right There
Look Deep
I Wonder
CSI Questions
BEFORE YOU READ
•Who wrote it?
•What type of writing is it?
AFTER YOU READ
•What did you learn?
•Who should read it?
Reciprocal Questioning
The teacher leads the whole class in silently reading a segment of
text.
Students then ask questions of the teacher about the content of the
section of text they read.
Next, students and teacher change roles.
They all read the next section of the text silently.
When they finish the second segment of text, the teacher questions
the students.
They take turns back and forth alternating between questioning and
responding.
As the process continues, students learn to imitate the teacher's
questioning behavior.
I’m curious….
Mendel’s Law
of Segregation
Using Non-Text Structures- Getting Ready to Read
ITPCGM
Instructions
Title
Pictures
Captions
Graphs
Maps
Partners in Professional Development
Partners in Professional Development
Brainracing