Planning
to Engage Students in
Thinking Through Quality Questioning
Professional Learning, KEDC
Facilitated by Beth D. Sattes
July 2015
(c) Walsh & Sattes, 2015
Essential Question
How can we plan for quality
questioning in order to promote higher
levels of engagement, thinking, and
learning?
(c) Walsh & Sattes, 2015
2
Focus Areas for Planning
• Questions that prompt students to think.
• Anticipation of student responses and
generation of possible follow-up moves.
• Response structures to support thinking
and participation by all.
• Norms and structures that support a
culture for student thinking and learning.
(c) Walsh & Sattes, 2015
3
Questioning Is a Process
• Questions
• Participants (Questioner & Respondents)
• Responses (Answers)
• Reactions (Feedback & Scaffolding)
• Culture (Expectations/Norms & Relationships)
(c) Walsh & Sattes, 2015
4
All-too-frequent Pattern of
Classroom Questioning
• “Low-level” Questions
• Many students do not feel response-able for
thinking and answering
• Students volunteer (or call out) answers
• Teacher evaluates student response, answers
question, or moves on to another student
• Most students are unengaged in process
(c) Walsh & Sattes, 2015
5
Quality Questioning is a
Process, Not a Program
• Integral part of teaching that results in
high levels of rigor and learner
engagement
• Integral part of instructional planning
• Requires “re-culturing” to involve
students as partners in their own
learning
• Requires intentionality
(c) Walsh & Sattes, 2015
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5
Organizing for Work in
Collaborative Groups
What? Roles and norms for collaborative group work
Why? To promote effective group functioning and
support learning of all members
How?
Review roles & responsibilities for group
members, p. 5, Activity Packet; assign roles
for first activity. Individually, review the group
norms. Select the one on which you would
like to focus today and tomorrow—to
maximize group effectiveness.
(c) Walsh & Sattes, 2015
7
What Do I Know and Want to
Know About Our Learning
Targets?
6
What? Think-Puzzle-Explore (KWL 2.0)
Why? To make meaning of identified learning
targets, connect to prior knowledge, and
stimulate curiosity
How?
Select the learning target that most interests
you, and identify (1) what you think you
know about it; (2) questions you have
related to it; and (3) how you might explore
your questions with colleagues (page 6, Activity
Packet).
(c) Walsh & Sattes, 2015
8
33
Debrief Think-Puzzle-Explore
• In what ways did Think-Puzzle-Explore engage
you in thinking?
• This routine has been compared to K-W-L. How
does the wording stimulate more learner thinking
than K-W-L?
• For what purposes might you use this thinking
routine (i.e., response structure) with your
students? Would you modify it for your students?
If so, how?
(c) Walsh & Sattes, 2015
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Personal Commitments
1. Commit to reflecting on my personal
questioning practice.
2. Commit to working with colleagues to plan
questions and response structures
3. Feel comfortable using the book, Thinking
Through Quality Questioning, as a resource
in my planning and teaching.
(c) Walsh & Sattes, 2015
10
Plan Questions
That Prompt Students to Think and
Provide Formative Feedback to Teacher and Students
(c) Walsh & Sattes, 2015
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Reasons
for Questioning
“I suggest that there are only two good
reasons to ask questions in class: to
cause thinking and to provide
information to the teacher about what to
do next.”
—Dylan Wiliam, Embedded Formative Assessment, p. 79
(c) Walsh & Sattes, 2015
12
Quality Questions: Planned to
Stimulate Thinking and Engagement
Quality Questions are powerful tools for
engaging students in thinking. To
increase the likelihood that students will
think in response to a QQ, teachers need
to plan focus questions or pivotal
questions that are aligned with standards
and student learning targets and that
stimulate student thinking.
(c) Walsh & Sattes, 2015
13
1st Consideration in Planning Questions:
Do you plan to engage students
through recitation or discussion?
• Recitation is teacher-directed and
teacher-centered
• Discussion is more student-directed and
student-centered
(c) Walsh & Sattes, 2015
14
Recitation
• The most common context for classroom
questioning.
• Teacher asks a question, calls on one student to
respond, gives an evaluation of the rightness or
wrongness of the answer, and asks another
question.
• Sometimes called I-R-E…Initiation, Response,
Evaluation, or I-R-F. . . Initiation, Response,
Feedback
(c) Walsh & Sattes, 2015
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Pattern of Talk in Recitation
S
T
S
S
(c) Walsh & Sattes, 2015
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Discussion
• Teacher typically poses one open-ended
question. Students are challenged to think
deeply, listen respectfully to one another, and
develop new understandings.
• The teacher question provides focus. Student
thinking and interactions determine the depth and
dimensions of the response.
• According to research, discussion appears in
classrooms less than 3 percent of the time.
(c) Walsh & Sattes, 2015
17
Pattern of Talk in Discussion
S
T
S
S
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Comparing the Purposes:
Questioning in Discussion
and Questioning in Recitation
7
What? Reading and Paired Dialogue
Why? To think deeply about the distinguishing purposes of
questioning in discussion and of the questions that
prompt true discussion
How?
Stand and connect with a partner from a different
table. Individually read and reflect on two charts
that compare discussion to recitation. Talk together
in response to prompts following each chart.
(c) Walsh & Sattes, 2015
20
7
Purposes of Questioning in:
Recitation
Discussion
• To develop foundational
knowledge and skills
• To provide drill and practice
opportunities
• To assess what students know
and build individual
accountability*
• To encourage student selfassessment*
• To cue students on what’s
important to know
• To encourage student (not
teacher) talk*
• To make personal meaning and
connect to prior understandings
• To extend or deepen thinking
• To listen to understand and
appreciate diverse points of view
• To learn how to disagree in a civil
manner
• To reflect on one’s own and others’
beliefs
• To develop a life skill important for
working in groups
*Also appropriate purposes in
discussion
(c) Walsh & Sattes, 2015
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7
Characteristics of Questions in:
Recitation
• What is in question is whether
or not the students know the
teacher’s (or “the correct”)
answer.
• Teacher knows the answers
before asking.
• Questions are usually at the
Remember and Understand
levels.
• Questions are aligned with
standards and learning
targets.*
• Teacher usually poses many
questions.
*Also appropriate for questions in
Discussion
• Questions are “true” or authentic
questions.
• Questions are open for
discussion, not closed for answer.
• Questions are at higher cognitive
levels.
• Questions engage students
personally and emotionally.
• Teacher poses one question for
discussion; other questions
emerge from both students and
teacher.
discussion
(c) Walsh & Sattes, 2015
22
Review of Component 3b,
Questioning and Discussion
Technique
8-11
What? Here’s What, So What? Now What?
Why? Review and analyze description of questioning and
discussion technique (3b) from the Kentucky
Framework for Teaching
How?
Following directions on page 8 of the Activity
Packet, individually and silently read pp. 9-11 to
identify the practices/skills that you and your
students most need to develop.
(c) Walsh & Sattes, 2015
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KY Framework for Teaching—3B
Questioning & Discussion Techniques
11
Accomplished
Exemplary
Although the teacher may use
some low-level questions, [most
are] designed to promote
thinking and understanding
Teacher uses a variety of
questions to challenge students
cognitively, advance high-level
thinking and discourse, and
promote metacognition.
Teacher creates a genuine
discussion among students,
providing adequate time for
students to respond and
stepping aside when
appropriate.
Teacher engages most students
in discussion, employing a
range of strategies to ensure
that most students are heard.
(c) Walsh & Sattes, 2015
Students formulate many
questions, initiate topics, and
make unsolicited contributions.
Students themselves ensure that
all voices are heard in the
discussion.
24
12-13
What are the characteristics of a
quality question?
Compare, Contrast, Speculate, Share
• Stand and find a partner in your grade level
and/or discipline. Select 2 of the six pairs of
questions on pages 12-13 of the Activity
Packet to analyze and discuss.
• Speculate about why the revised questions in
your selected pairs are improvements on the
original questions, identifying as many
potential reasons as you can. Jot these
down.
(c) Walsh
Sattes, 2015
• Be ready
to &share
with others.
25
Five Dimensions of Quality
Questions
• Content Focus
• Instructional Purpose
• Cognitive Level
• Appropriateness to Context
• Wording/Syntax
See Fig. 2.2, pp. 19-20, TTQQ
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14-15
1. Content Focus
• Aligned with desired learning outcomes? (Rigor)
– Promotes identified KCAS
– Relates to identified student learning target(s)
• Addresses student needs, interests, and
experiences? (Relevance)
– Within students’ zone of proximal development
– Related to real-world experiences, when
appropriate
• Connected to prior learning in subject under study, to
other subjects, or to out-of-school learning?
(Relationships)
(c) Walsh & Sattes, 2015
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Consider the Type of Knowledge
Embedded in Standard (Rigor)
Knowledge Dimension of Revised Bloom
• Factual Knowledge
• Conceptual Knowledge
• Procedural Knowledge
• Metacognitive Knowledge
(p. 22, TTQQ)
(c) Walsh & Sattes, 2015
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Taxonomy Table,
Revised Bloom
Knowledge
Dimension
Cognitive Process Dimension
Remember Understand
Apply
Analyze
Evaluate
Create
Facts
Concepts
Procedures
Metacognition
(c) Walsh & Sattes, 2015
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Consider the Interconnectedness of
Knowledge Across Students’ Experiences
(Relevance & Relationships)
Christenberry’s
Questioning
Circles, p. 24,
TTQQ
Content under
study
Personal
interests,
experiences;
real-life
applications
(c) Walsh & Sattes, 2015
Content from
other subject
areas
30
2. Instructional Purpose
• Consider current stage in the learning
cycle.
• Think about the type of question that will
promote the identified instructional
purpose.
• Decide whether recitation or discussion
best matches the purpose.
(c) Walsh & Sattes, 2015
31
Stage in Learning Cycle
• Introductory/Beginning—The purpose is to afford
students the opportunity to connect with identified
content and skills and to assess readiness and
background knowledge.
• Developing—The purpose is to check for
understanding at identified points in the learning
progression and to scaffold students’ mastery of
identified knowledge and skills.
• Extending—The purpose is to deepen student
understanding of content and to afford opportunities
for them to integrate new knowledge into their mental
frameworks.
(c) Walsh & Sattes, 2015
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Types of Questions with
Associated Instructional Function
√ Essential Question
(integrating unit or lesson of
study)
√ Hook Question
(motivating/engaging)
√ Diagnostic Question
(activating prior knowledge/
conceptions)
√ Check for Understanding
(formative assessment)
√ Probing/scaffolding
(getting behind student
thinking; assisting in concept
development)
(c) Walsh & Sattes, 2015
√ Inference
Question
(drawing conclusions)
√ Interpretation Question
(inviting analysis)
√ Transfer Question
(using in novel settings)
√ Predictive Question
(strengthening cause & effect
thinking)
√ Reflective Question
(supporting metacognitive
thinking)
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16
What’s the Purpose?
What?
Review Functions of Questions,
Reflect on Practice, and Share with
Colleagues
Why?
To think about the purposes for which I and
my colleagues ask questions and to
consider how we might use a resource to
support our thinking about instructional
purpose
How?
Individual assessment; sharing with
colleagues (p. 16, Activity Packet)
(c) Walsh & Sattes, 2015
34
Component 3d. Using
Assessment in Instruction
17
• Which of these question types might be
used to assess student understanding?
• Say Something: Find a partner. Read
paragraph 3, page 17. Say something to
your partner about how you use questioning
to assess student performance. Listen to
your partner share.
(c) Walsh & Sattes, 2015
35
3. Cognitive Level
“Learning is a consequence of
thinking.” David Perkins, Smart Schools
........................
Remembering is a consequence of processing
information—making personal meaning,
making connections to what one already
knows, transferring learning to a new setting,
and so forth.
(c) Walsh & Sattes, 2015
36
Taxonomy Table,
Revised Bloom
Knowledge
Dimension
Cognitive Process Dimension
Remember Understand
Apply
Analyze
Evaluate
Create
Facts
Concepts
Procedures
Metacognition
(c) Walsh & Sattes, 2015
37
Cognitive Process Dimension
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
See pp. 35-37, Chapter 2, TTQQ
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38
Cognitive Dimensions of
Revised Bloom Taxonomy
18-19
What? Jigsaw Cooperative Learning
Why? Deepen understanding of six levels of the
Revised Bloom Taxonomy by learning
about and teaching one; strengthen
shared understanding of the kind of
thinking required at each cognitive level
How?
Use Jigsaw Cooperative Learning as
outlined on activity sheet, pages 18-19 of
the Activity Packet.
(c) Walsh & Sattes, 2015
39
Assignments for Jigsaw
#1
#2
#3
#4
#5
#6
=
=
=
=
=
=
Remember
Understand
Apply
Analyze
Evaluate
Create
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40
Identifying Cognitive Levels of
Expected Responses to Questions
What?
Why?
How?
Numbered Heads Together
To review the cognitive levels of the
Revised Bloom’s Taxonomy by naming the
level of thinking required to answer a
question.
When a question is presented, talk together
in your groups about what level of thinking
is required to correctly answer the question.
(c) Walsh & Sattes, 2015
41
Numbered Heads Together
At what level of cognition would a student
need to think to answer this question?
When did Kentucky become a state?
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Numbered Heads Together
At what level of cognition would a student
need to think to answer this question?
The Smith family has three children.
Their average age is 7. What might be
the ages of the children? Be ready to
defend your answer.
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Numbered Heads Together
At what level of cognition would a student
need to think to answer this question?
What is one way that the two characters
in the book are different? Find a passage
in the text to validate your answer.
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Debrief Numbered Heads Together
• In what ways did Numbered Heads Together
engage you in thinking?
• To what extent did this response structure
support your learning?
• For what purposes might you use this thinking
routine (i.e., response structure) with your
students?
(c) Walsh & Sattes, 2015
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16
4. Social Context
• Whole Group
• Pairs
• Collaborative Groups
• Individuals
• Project-Based Learning
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46
Component 3C: Engaging
Students in Learning
20
Read the first paragraph in component C.
Speculate how the process of questioning
contributes to student engagement. Write
down three ideas on an index card.
Await directions for “Give One/Get One” to
share with others.
(c) Walsh & Sattes, 2015
47
How will I involve all students in
forming a response to all questions?
• Teacher-led, whole class
– Random
– Intentional matching of student with
question
– Whole-class response, e.g. signals, work
samples, choral responses
• Pairs
– Think-(Write)-Pair-Share
– Say Something
– Turn and Talk
(c) Walsh & Sattes, 2015
48
How will I involve all students in
forming a response to all questions?
• Collaborative Groups
– Cooperative Learning, e.g., Jigsaw
– Text-based protocols (e.g., National School
Reform Faculty)
– Synectics
• Individual Reflection and Response
– Free-Writes
– Exit Slips
(c) Walsh & Sattes, 2015
49
Changing the Context
• ORIGINAL: According to Newton’s theory, what is
the relationship between force, matter and
energy? (question to be posed to whole class with
one student selected to respond)
• REVISED: Individually and silently reflect on the
following question—recording your thoughts in
words or graphically: According to Newton’s
theory, what is the relationship between force,
matter, and energy? Now turn and share your
ideas with your partner and listen to your partner’s
ideas.
(c) Walsh & Sattes, 2015
50
Changing the Context
• ORIGINAL: Decide whether you agree or disagree
with the following, and be ready to provide your
reasoning: The U.S. decision to delay entry into
Word War II was in our best national interest.
(question posed to whole class with one student
selected to respond)
• REVISED: Using a scale of 1-5 (where “1” = Strongly
Disagree and “5” = Strongly Agree) decide the extent to
which you agree and be ready to justify your rating.
The U.S. decision to delay entry into Word War II
was in our best national interest. Take your stand on
the continuum from 1 to 5. When directed, huddle with
2-3 peers near you to share your thinking.
.
(c) Walsh & Sattes, 2015
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Connection to Component 3b—
Say Something
“Student participation. In some classes a
few students tend to dominate the
discussion; other students, recognizing
this pattern, hold back their contributions.
The skilled teacher uses a range of
techniques to encourage all students to
contribute to the discussion and enlists
the assistance of students to ensure this
outcome.”
(c) Walsh & Sattes, 2015
52
Three Forms of Discussion
Teacher-Guided
Structured Small Group
Student-Driven
(c) Walsh & Sattes, 2015
53
Teacher-Guided
• Active teacher modeling of effective
discussion moves
• Strategic scaffolding of student thinking
and speaking
• Facilitation of group interaction
• Teacher exhibiting of dispositions and
habits of mind
(c) Walsh & Sattes, 2015
54
Structured Small Group
Use of protocols and thinking routines to:
Scaffold social skills
Provide for equitable participation
Support cognitive skills
Promote text-based dialogue
(c) Walsh & Sattes, 2015
55
Student-Driven
• Students “own” the norms of discussion,
encouraging and supporting one
another’s participation.
• The teacher listens, observes, and take
notes—intervening only when students
“get stuck” or fail to adhere to
norms/guidelines
(c) Walsh & Sattes, 2015
56
5. Grammar and Word
Choice
 Are your questions clear, succinct, and
understandable when delivered orally?
 How can breaking a potential question into
smaller “chunks” improve its
understandability?
 How can we reword questions to improve
their understandability and increase their
cognitive demands?
(c) Walsh & Sattes, 2015
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Grammar/Understandability
What were the causes leading to the American
Revolution, and how could it have been
prevented?
“Taxation without representation” was one of
the colonists’ rallying cries against England. In
what different ways might England have
addressed this concern to reduce the chances
of a revolution?
(c) Walsh & Sattes, 2015
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Tips for Polishing A Question
1. Move from remember to understand (or higher) level of
the Revised Bloom Taxonomy.
2. Start with a statement that focuses student attention and
helps them activate prior knowledge.
3. Provide the “answer” to a remember level question in a
statement. Then pose a question that asks a student to
explain or justify this fact.
4. Connect to real life, other topics, and/or other content
areas.
5. When possible, pose as a puzzle or challenge.
6. Read question aloud to see if it is clear and
understandable.
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59
22-23
Resource for Editing to
Improve or Refine a Question
• Find a partner from your discipline and grade
level. Silently and individually review pages 2223.
• Select a question that one of you has brought.
Think together about ways to edit the question,
using the five components as a guide for your
thinking.
• Write an “improved” quality question. Be ready to
share and to stipulate in which ways it is
improved.
(c) Walsh & Sattes, 2015
60
Looking Back and Looking
Forward: Ink Think
24
What? Ink Think
Why? To reflect on yesterday’s learning, and to
surface prior knowledge on topics to be
addressed today.
How?
Individually reflect on four questions (p. 24,
Act. Packet); as a group, collaboratively
and silently create a concept map.
(c) Walsh & Sattes, 2014
61
Ink Think
Matching standards
• Move to the posted question
that matches the color of your
marker.
relevant
somethin
This n that
Appropriate use
smothering
• In silence, record your
answers as a concept map
(c) Walsh & Sattes, 2014
62
Move in a Clockwise Direction
• Continue using your group’s
marker color. Read through
the ideas generated by the
previous group.
• Put a checkmark or star
beside those with which you
agree.
• Continue to add to the visual;
provide examples; continue to
expand.
(c) Walsh & Sattes, 2014
Matching standards
relevant
somethin
This n that
Another
Appropriate use
New idea
smothering
something
63
Return to Your Original
Question to Sort Ideas
• Now you may talk. Name a
– facilitator (to keep the group on task and ensure that
all speak) and a
– recorder/reporter
• Look for patterns. Cluster the ideas on your
mindmap into large concepts/categories.
• Give each category a name (1-4 words)
(c) Walsh & Sattes, 2014
64
Debrief Ink Think
• In what ways did Ink Think engage you in
thinking?
• How might you use this thinking routine with your
students? How would you modify it?
(c) Walsh & Sattes, 2014
65
Anticipate Student Responses and
Generate Possible Follow-up Moves
to Develop Thinking Skills
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66
25
Expect Thoughtful
Responses
What? Four-Square Share
Why?
To explore a reading and deepen
comprehension by identifying key ideas,
listening to others’ perspectives, & summarizing
How?
Read the excerpt from pp. 49-50, from Thinking
through QQ, on the separate handout. Follow
directions on page 25 of the Activity Packet,
using the template to record your own and
others’ ideas.
(c) Walsh & Sattes, 2015
67
Debrief
Four-Square Share
• In what ways did this thinking routine engage you
in thinking?
• What was the value and why?
• For what purposes might you use this thinking
routine with your students? Would you modify it
for your students? If so, how?
(c) Walsh & Sattes, 2015
68
Partner with Students:
Provide Clear Expectations
• TTQQ suggests three sets of norms or
expectations to introduce to students.
• One set has to do with the PURPOSE
of questions.
• Read through the expectations, page 26
of the Activity Packet.
• With a partner, complete the So What?
And Now What? columns of the chart.
(c) Walsh & Sattes, 2015
69
Student Response-ability
TTQQ Expectations:
What Many Students
Believe:
Think about each question, and
decide what you think you
know.
I should try to guess the
teacher’s answer.
Be ready to share your thinking
when called upon. If you don’t
respond when called upon, you
will be accountable for
answering later.
I don’t have to think of a
response because someone
else will answer.
Think more deeply—and
expand upon your response—
when asked a follow-up
question.
If the teacher asks a follow-up
question, my answer is
probably wrong.
(c) Walsh & Sattes, 2015
70
28-29
Plan for Student Responses
What?
Why?
Sentence-Phrase-Word
How?
Read an excerpt (p. 28, Activity
Packet) from Questioning for
Discussion, and follow the protocol
for Sentence-Phrase-Word
presented on page 29 of Activity
Packet.
Identify key ideas in a short reading,
and engage in dialogue with
colleagues about this topic.
(c) Walsh & Sattes, 2015
71
30
Anticipate Student Responses and
Generate Follow-Up Questions
• Expected Complete Response
• Partially Correct Response
• Incorrect Response
• No Response
(c) Walsh & Sattes, 2015
72
31
Generate Possible Student Responses
and Follow-Up Moves
• Refer back to the question you revised
(or created) in yesterday’s activity.
• Using the blank template in the Activity
Packet, p. 31, collaboratively generate
expected and probable student
responses and possible follow-up
moves.
(c) Walsh & Sattes, 2015
73
Scaffolding
Teacher scaffolding assists students in correcting or
extending their knowledge and thinking.
Which of the following is NOT appropriate
when scaffolding?
1. Providing students with the correct answer
2. Asking students to repeat the question
3. Asking questions to get behind student
thinking
Walsh & Sattes, 2014
74
Scaffolding
What does a teacher need to find out and/or
keep in mind when scaffolding?
1. The expected (i.e., correct or acceptable)
answer
2. The thinking behind the answer given by a
student
3. The knowledge and skills required to give an
acceptable answer
4. All of the above
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75
Scaffold Student
Thinking and Learning
Say Something
“Scaffolding is the help given to a learner that is
tailored to that learner’s needs in achieving his
or her goals of the moment. The best
scaffolding provides this help in a way that
contributes to learning.” —Sawyer (2009, p. 11)
Walsh & Sattes, 2014
76
Two Pieces of Data Required
for Effective Scaffolding
• Learning Goals (or Learning Targets)
• Student’s Current Level of
Understanding (determined by
questioning)
Walsh & Sattes, 2014
77
Zone of Proximal
Development (ZPD)
Actual Development Level
ZPD
Level of Potential Development
Walsh & Sattes, 2014
78
Say Something
“For example, telling someone how to do
something or doing it for them may help them
accomplish their immediate goal; but it is not
scaffolding because the child does not actively
participate in the construction of knowledge. In
contrast, effective scaffolding provides prompts
and hints that help learners figure it out on their
own.”—Sawyer (2009, p. 11)
Walsh & Sattes, 2014
79
Sample Stems to Sustain
Student Thinking
• Stems to Extend Student Thinking
o Can you say more about ___?
o I’d like to get behind your thinking
• Stems to Clarify or Narrow
o Can you give me an example?
• Stems to Build Accountability for Evidence
o What makes you say that?
o What’s the evidence?
Walsh & Sattes, 2014
80
Afford students time to think—and
teach them how to use this time.
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81
Think Time for Students—and
Teachers!
(c) Walsh & Sattes, 2015
82
Pause 3-5 seconds after posing a question to provide
time for students to think about the question and to
form their response.
Think
Time
1
(c) Walsh & Sattes, 2015
The length of time a
teacher pauses after
asking a question
before naming a
student to respond
83
Model of How Thinking Works
Input from
Outside
Environment
Adapted from Daniel Willingham,
Why Don’t Students Like School? 2009, p. 11
(c) Walsh & Sattes, 2015
Working
Memory—
Where
Thinking
Occurs
Long-term Memory
(repository of
knowledge)
84
Responding As a Process
Attend to
the
Question
Bring
Question
to Working
Memory &
Decode
Search
Long-term
Memory for
Relevant
Knowledge
(c) Walsh & Sattes, 2015
Bring
Relevant
Knowledge
to Working
Memory &
Form a
Response
Answer
Question
Out Loud
85
Pause 3-5 seconds after the speaker responds to
allow time for continued thinking and speaking.
Think
Time
2
(c) Walsh & Sattes, 2015
The length of time a
teacher pauses after a
student stops talking in
response to a question
before giving feedback
or calling on another
student
86
Suggested Think Time Pattern
Teacher
Question
Think
Time 1
Student
Response
Talk by
students
(c) Walsh & Sattes, 2015
Think
Time 2
P
A
U
S
E
comes
Teacher
Reaction
P
A
U
S
E
in
bursts
87
Activity: What Benefits Are
Associated With Think Times?—
Choose and Speculate
• Turn to page 54 in TTQQ, and review the
bulleted list of benefits of think times (wait
times).
• Select the benefit that you would most value
for your students. Speculate as to why
consistent use of think times would produce
this result. Record these ideas on an index
card.
(c) Walsh & Sattes, 2015
88
Benefits of Think Time—
Card Swap
• Stand and share your selected benefit and
speculation with a colleague not seated at
your table. Listen to your partner’s
selection.
• Swap cards. Share the info on your new
card with a different colleague. Exchange
cards again.
• Continue making exchanges until time is
called.
(c) Walsh & Sattes, 2015
89
Debrief Card Swap
• In what ways did “card swap” engage you in
thinking?
• How did the structures for this activity support
your engagement?
• For what purposes might you use this thinking
routine with your students? Would you modify it
for your students? If so, how?
(c) Walsh & Sattes, 2015
90
Student Use of Think Times
TTQQ Expectations:
Everyone: Use the pause after a
question to think about the question
and decide on your answer.
27
What Many Students Believe:
We should try to raise our hands or
call out an answer as quickly as
possible. OR We can zone out and let
someone else answer.
Responding Student: Think about
your response—as you are speaking If a teacher doesn’t provide me with
and during the time provided after
immediate reinforcement, my answer
you stop talking—and add to or
must be wrong.
modify your thinking.
Listening Students: Compare the
response you developed during the
1st think time to your classmate’s
answer, and be ready to agree or
disagree with a rationale.
(c) Walsh & Sattes, 2015
Once someone else answers, I’m really
off the hook. The teacher will evaluate
other students’ answers.
91
Select Response Structures to
Support Thinking and
Participation By All
(c) Walsh & Sattes, 2015
92
33
Activity: Who will answer?
What? IQ (Insight-Question) Pairs
Why?
To formulate a thoughtful response to a short
reading in preparation for exchanging ideas
with a partner.
How?
Read the first two paragraphs beneath “Match
to Social Context” on pages 37-38 of TTQQ; jot
down an inference you made from the reading
and a question that comes to mind. When both
you and your partner have completed reading
and thinking, exchange insights and questions.
(page 33, Activity Packet)
(c) Walsh & Sattes, 2015
93
Debrief IQ Pairs
• In what ways did this thinking routine engage you
in thinking?
• What was the value and why?
• For what purposes might you use this thinking
routine with your students? Would you modify it
for your students? If so, how?
(c) Walsh & Sattes, 2015
94
Insight About
Relying on Hand-raisers
to Volunteer
Responding to questions matters. “So
when teachers allow students to choose
whether to participate or not . . . they
are actually making the achievement
gap worse.” —Dylan Wiliam, Embedded Formative
Assessment, p. 81
(c) Walsh & Sattes, 2015
95
How might response structures 36-37
scaffold development of
classroom learning communities?
Talk together as a team about the
response structures we’ve used today. In
what ways might each of these support
student development of expectations
associated with classroom learning
communities?
(pp. 36-37 of Activity Packet)
(c) Walsh & Sattes, 2015
96
Create a Culture for Thinking
(c) Walsh & Sattes, 2015
97
Imagining a Culture That Supports
Student Engagement &Thinking—
Four-Corner Visual Synectics
34
Prompt for Individual Reflection
Imagine a classroom culture in which
questioning is a catalyst for student
engagement, thinking, and ownership of
their learning. What would this classroom
look, sound, and feel like?
Individually record ideas, p. 34, Activity Packet
(c) Walsh & Sattes, 2015
98
Visual Synectic: Which of the following is the best
metaphor for your vision of student engagement?
Sea Shore
Flower Garden
(c) Walsh & Sattes, 2015
Jungle
Ocean Reef
99
Debrief
Visual Synectics
• In what ways did this thinking routine engage you
in thinking?
• What was the value, and why?
• For what purposes might you use this thinking
routine with your students? Would you modify it
for your students? If so, how?
(c) Walsh & Sattes, 2015
100
The Last Set of Norms:
Equitable Participation
27
Now read through the final set of norms
and expectations—related to equitable
participation.
With a partner, think about the “So
What?” and “Now What?”
Which of these three sets of norms will
you introduce first to your students?
Walsh & Sattes, 2014
101
35
Component 2B: Establishing a
Culture for Learning
• Review key ideas associated with
component 2b of the Kentucky
Framework for Teaching.
• Consider how the norms associated
with TTQQ (page 27, Activity Packet)
might promote these indicators and
attributes.
(c) Walsh & Sattes, 2015
102
Final Reflection and Feedback
• Individually and silently complete the 3-2-1
feedback form, page 41 of the Activity
Packet.
• Please turn in completed copy as you leave.
Thank you!
(c) Walsh & Sattes, 2015
103