4 steps to engaging students with effective questioning
Summary
TLDRIn this video, host Glenn Wagner explores the art of questioning in the classroom. He emphasizes the importance of engaging all students, not just the eager few, by reframing questions to include wait time and opportunities for private sharing before public response. Wagner introduces four steps to enhance student participation and discusses the impact of question framing on class dynamics. Using role-play and examples, he illustrates how adjusting the way questions are asked can lead to a more dynamic and inclusive learning environment.
Takeaways
- 📚 Teachers commonly ask questions in class to check for understanding and engage students.
- 🤔 Asking questions can also be used to challenge students' existing knowledge and encourage deeper thinking.
- 🗣️ Research indicates that teachers ask up to 80% of the questions in a classroom, emphasizing the importance of how questions are framed.
- 🔄 Four steps are introduced to ensure all students can engage with the questions asked, rather than just a few enthusiastic participants.
- 🌟 The way questions are framed can significantly impact student participation and the classroom dynamic.
- 🕒 'Wait time', the pause between asking a question and expecting an answer, is crucial for allowing students to process and respond.
- 📈 Increasing wait time can lead to longer, more accurate answers, and a decrease in 'I don't know' responses.
- 👥 Encouraging students to share their thoughts privately with a partner before answering publicly can enhance engagement and understanding.
- 📈 Using Bloom's Taxonomy can help teachers gauge the level of thinking their questions will elicit and adjust wait time accordingly.
- 🔧 Reframing questions to include wait time and private sharing opportunities can lead to a more dynamic and participatory classroom environment.
Q & A
Why do teachers ask questions in the classroom according to the transcript?
-Teachers ask questions in the classroom primarily to check for understanding and to engage students with the topic being studied. They also aim to challenge students' current knowledge to provoke thought and better answers.
What is the impact of how teachers frame their questions on student participation?
-The way teachers frame their questions significantly impacts student participation. If questions are framed in a way that includes all students, it can lead to more engagement and participation compared to singling out a specific student.
What are the four steps Glenn Wagner suggests to engage all students with questions in the classroom?
-The four steps suggested are: 1) Planning the question and the level of thinking it will elicit, 2) Considering the wait time based on the complexity of the question, 3) Providing opportunities for students to share privately before publicly, and 4) Holding students accountable by asking them to share publicly.
How does using Bloom's taxonomy help in framing questions for the classroom?
-Using Bloom's taxonomy helps teachers to gauge the level of thinking their questions will provoke, which in turn affects the amount of wait time and the complexity of the answers expected from students.
What is the recommended wait time for students to absorb a question and formulate an answer according to the research mentioned?
-Research suggests that teachers should give their students between 3 to 5 seconds or longer to absorb a question and formulate an answer to increase the length and correctness of responses and to encourage more volunteers.
Why is extending wait time before students answer questions considered important for psychological safety?
-Extending wait time allows students to think and formulate answers in their own minds, which contributes to a feeling of safety and the confidence to participate, as it accommodates different processing speeds among students.
What does sharing privately mean in the context of classroom questioning, and why is it beneficial?
-Sharing privately means having students discuss their answers with a peer before sharing publicly. This is beneficial as it allows students to test their understanding, correct misunderstandings, and feel more confident in their answers before presenting them to the whole class.
How can teachers hold students accountable for their answers after giving them wait time and opportunities to share privately?
-Teachers can hold students accountable by asking them to share their answers publicly after they have had the chance to think and discuss privately, ensuring that each student is prepared to present their understanding of the question.
What is the purpose of reframing questions in the classroom as suggested by Glenn Wagner?
-Reframing questions is intended to create a more inclusive and engaging learning environment where all students have the opportunity to participate, think critically, and feel confident in their ability to answer.
How does the approach to questioning outlined in the transcript contribute to a dynamic and interesting classroom?
-The approach contributes to a dynamic and interesting classroom by encouraging active participation, critical thinking, and a safe environment for students to express their thoughts, which can lead to more productive discussions and deeper understanding of the subject matter.
Outlines
📚 Engaging Classrooms Through Effective Questioning
The paragraph introduces the video's focus on the importance of teachers asking questions in the classroom. Host Glenn Wagner discusses why teachers question students, including checking for understanding and engaging them in the topic. The video aims to demonstrate how to involve all students in answering questions, not just the few who are eager to participate. Glenn outlines four steps to achieve this engagement and emphasizes the impact of question framing on student participation.
🕒 The Power of Wait Time and Private Sharing in Classroom Questions
This paragraph delves into the concept of 'wait time'—the period between asking a question and expecting an answer—and how it can enhance student participation. Glenn suggests that increasing wait time can lead to longer, more accurate responses and a decrease in 'I don't know' answers. He also introduces the strategy of 'sharing privately', where students discuss their answers with a peer before sharing publicly, which can boost confidence and correct misunderstandings. The paragraph concludes with a demonstration of how to reframe questions to include wait time and private sharing.
Mindmap
Keywords
💡Questioning
💡Engagement
💡Understanding
💡Wait Time
💡Psychological Safety
💡Participation
💡Bloom's Taxonomy
💡Accountability
💡Sharing Privately
💡Reframing Questions
Highlights
Teachers commonly ask questions in the classroom to check for understanding and engage students.
Mara suggests asking questions to confuse students about what they think they know to push them for better answers.
Engaging students in the topic is crucial for learning, as it allows them to think and get excited about the subject.
Research indicates that teachers ask up to 80% of the questions in a classroom.
How teachers frame questions significantly impacts student participation.
Glenn Wagner introduces four steps to engage all students with classroom questions.
Framing questions to include all students rather than singling out one can increase engagement.
Using Bloom's taxonomy can help gauge the level of thinking questions will elicit from students.
The language used in questions can affect how many students feel able to participate.
Wait time is essential for allowing students to process and answer questions.
3 to 5 seconds of wait time can increase the length, correctness, and volunteer rate of answers.
Extended wait time provides psychological safety for students to think and answer.
Sharing privately among peers before public sharing can enhance understanding and confidence.
Holding students accountable by asking for answers after private sharing ensures engagement.
Reframing questions with wait time and private sharing opportunities can lead to a more dynamic classroom.
Glenn Wagner encourages teachers to reframe their questions to create a more engaging classroom environment.
Providing wait time and opportunities for private sharing before public answers can reduce stress and increase participation.
Transcripts
hey everyone welcome to activate your
classroom I'm your host Glenn Wagner I
think that there's one thing that
teachers do in probably most classrooms
throughout the planet is to ask their
students questions during a lesson
here's a few teachers talking about why
they question their students during
their lessons Okay Mara why do you ask
questions in the classroom well the most
common reason is of course checking for
understanding seeing if my students are
following what I'm explaining um but
then the other way that I like to ask
questions is to get them confused about
what they think they know and to put
push them to come up with better answers
to previous questions uh to make them
think to find out what they know to find
out what they know that is wrong and I
need to tackle it I I think for me it
really comes down to just engaging the
students in the topic that we're going
to be studying so um yeah getting them a
chance to think about that and then
hopefully get excited to learn more
about it now the research shows that
teachers do most of the question asking
in the classroom some studies show up to
80% of all the questions asked in the
classroom is from the teacher now how
you frame those questions in other words
how you deliver them to the students is
going to have a huge impact on the
amount of participation that you're
going to see in your classroom in this
video I'm going to show you four steps
that you can take that will allow all
students in your classroom to engage
with the questions that you ask them and
not just those two or three really Keen
students that love to participate let me
show you how it's done all right we're
going to do a little bit of roleplay now
I'm going to ask a a fictitious class a
question on weather and climate it's
going to be a simple question and I want
you to watch How I frame the question
and the question might look something
like this okay class yesterday we
learned the differences between weather
and climate John what are the
differences between weather and climate
please now that is a perfectly
reasonable question to ask the students
it's based on the work from the previous
day and arguably the kids should know it
but if you notice how I frame the
question I've chosen exactly one student
to engage with that question leaving the
rest of the students unengaged
how do we fix it well let me show you
those four steps that we need to do in
order to get all the students engaging
with the questions you ask in the
classroom all right so go and ask your
questions but as you do so uh think
about the level of thinking that those
questions you're going to ask are going
to elicit in the minds of the students
because this is ultimately going to
affect the amount of weight time that
you want to give the kids in order to
engage with the question and to
formulate an answer more on wait time in
a moment in order to gauge that level of
thinking you might want to use Bloom's
taxonomy as that lens through which the
students are going to engage with your
questions so for example uh are your
questions of the understanding and
remembering sort little bit lower level
uh or are they applying analyzing or
even creating something new uh if that's
the case then again you have to think
about the uh amount of time that you
give the students to be able to engage
with those questions finally uh consider
the type of language that you use when
when you frame the questions so in our
previous question we said you know what
are the differences between weather and
climate well you could soften that a
little bit and say something like you
know what are some of the differences
between weather and climate now this
matters because perhaps not all the
students remember everything about
weather and climate from the previous
lesson and so this allows you know many
of the students to remember a few things
and to be able to volunteer an answer so
that they can also participate and
engage with your questions the way time
between when a question is asked and
when you wait for an answer is
critically important in creating an
engaging learning environment in your
classroom the general rule simply is
this that the greater the amount of
thinking the higher the level of the
thinking the greater the weight time you
need to give to the kids otherwise
they're not going to be able to
participate they're not going to be
feeling safe to do so so how much wait
time well researchers who've looked at
question asking in the classroom have
found that when teachers give their
their students anywhere between 3 and 5
Seconds or longer to uh absorb the
question and then formulate an answer
they noticed that three fantastic things
started happening first they found that
not only did the length of the answers
uh increased but the correctness
increased as well next the number of I
don't knows dropped off dramatically
finally researchers noticed that the
number of volunteers to answer those
questions increased dramatically and
this is exactly what you're looking for
to create that engaging learning
environment that you so want for your
classroom finally something that you
perhaps don't see in your classroom and
that is that psychological safety that
you give the students when you extend
that wait time to answer the question
gives them a chance to think a chance to
formulate answers in their own mind and
that again gives students that that
feeling that they've got time to process
because we all know that students take
different amounts of time to process a
question and come up with an answer so
give them that extra time so that they
can all participate in your classroom
now let's go back and reframe that
question previously and to add in some
weight time and also to soften the
language just a little bit the question
might look something now like this okay
everyone I want you to think back to
yesterday's lesson on the differences
between weather and climate that we
learned what I'd like you to do is to
take about 10 seconds and I want you to
try and remember what some of those
differences were and then I'm going to
pick two two or three of you to share
your answers so be ready because I might
pick you you ready
go sharing privately is probably the
most powerful thing that you can do when
framing questions in your classroom so
what does this mean well once you've
delivered the question once you've given
the students the appropriate wait time
have them turn to a peer have them turn
to a partner and explain their answer
and in this way you can get every single
student engaged with your question
they're talking about it they're
interacting with you each other around
it which is exactly what you want for an
Engaged classroom now sharing privately
does three very important things for the
student first the student can test their
understanding of both the question and
the answer before they have an
opportunity to share
publicly next the students can then
correct their misunderstandings or
misinterpretations of the question and
this way they can come to an agreement
hopefully uh surrounding the answer to
your questions finally as I always tell
my students if you can explain it you
understand it which means that you feel
confident enough in your answer to be
able to turn to a partner a peer or even
a complete stranger and be able to
explain your reasoning and feel very
confident that you're
correct all right now you have every
right as a teacher to hold each student
in your class accountable for their
answers you've given them the weight
time you've given the opportunity to
share privately and test their
understanding so go ahead ask a a a some
students what their answers might be now
when you go and ask the question uh to a
student you can actually turn it into
sort of a group uh answer if you will
and you'd frame the question maybe a
little something like this now John and
Jane it looked like you two are having a
good discussion around the differences
between weather and climate uh Jane what
were you and John
remembering now almost every time the
student will say we thought that and
then they'll give their answer and that
provides that little again a little more
emotional safety uh to answer in in a
public situation so that if there is a
problem then the person can then lean on
their partner to come in and give him a
little bit of a hand now let's reframe
that question one last time that brings
in weit time as well as the opportunity
to share privately and it's going to
look something like this now yesterday
we learned the differences between
weather and climate uh I want you to
think back to yesterday's lesson I'm
going to give you about 10 seconds and I
want you to think about what those
differences were all right silently to
yourself here we go all right turn to a
partner and share your answers with each
other and see if you can together come
up with the correct answer and then I'm
going to pick one or two of you to share
your answers with the entire class ready
go okay let's sum up uh begin your
question asking by planning up the the
question the level of thinking that the
question is going to listen in the minds
of the students next uh consider the
wait time surrounding the complexity of
your question uh in this video uh the
question on weather and climate pretty
low level uh probably didn't require a
huge amount of weit time compared to
higher end thinking but make sure you
provide that weight time very very
important to me the secret sauce to
engaging your class around the questions
you ask is giving them an opportunity to
share privately uh in this way uh the
stress is low before they share publicly
I rarely ask a question in my class
without giving the kids an opportunity
to share
privately finally hold the kids
accountable for their learning get them
to share publicly feel free to ask any
kid in the classroom the answer to the
question that you posed okay here's two
sets of questions for you to look at uh
on the left side is the original
question and on the right side is the
reframed question now I think you'll see
in the reframed questions uh either wait
time has been given or wait time plus
sharing privately has been given before
they share publicly pause the video and
have a look and you can see the
differences between the two questions
now all right go back and reframe some
questions in your classroom now so that
you give the students wait time and you
allow them to share privately before
they share publicly I think you're going
to see a highly engaged classroom a lot
of productive talk around the questions
that you ask thanks for watching
everyone uh I'm your host Glen Wagner
for activate your classroom uh please
hit the Subscribe button below gives me
further encouragement to create videos
in the future on how to make classrooms
a more Dynamic and interesting place for
both teachers and students thank you
again
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