3b Questioning and Discussion Techniques
The Elements, Examples, and Indicators come from the Danielson Framework.
Scroll down to find techniques to implement to help you meet your goals.
Click on the links below the techniques to view videos that illustrate the techniques.
The Elements, Examples, and Indicators come from the Danielson Framework.
Scroll down to find techniques to implement to help you meet your goals.
Click on the links below the techniques to view videos that illustrate the techniques.
Elements
Indicators
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Examples
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Techniques from Teach Like a Champion (Lemov)
Technique 1: NO OPT OUT*-- Sometimes, when students don’t know an answer, or don’t want to try, they respond to a question with “I don’t know” or shrug their shoulders. The teacher then moves on to another student. Instead, use NO OPT OUT by prompting, questioning, and scaffolding so all students reach the right answer, as often as possible, even if only to repeat the correct answer.
No Opt Out: Ms. Noell, Primary
No Opt Out: Mr. Pastore, Intermediate
Technique 2: RIGHT IS RIGHT*-- Students often stop striving when they hear that their answer is “right.” However, many teachers often accept answers that are partially correct or not totally complete, setting a low standard for correctness. Using RIGHT IS RIGHT, the teacher sets and defends a high standard of correctness by only naming “right” those answers which are truly and completely right.
Right is Right: Ms. Bromley, Intermediate
Technique 3: STRETCH IT – Rather than stopping after a student gives you the correct answer, follow up with questions that extend knowledge and check for full understanding. Ask students how they got the answer, what is another way to get the answer, what is the evidence, how to apply the same skill in a new situation, and what more specific vocabulary words they can use.
Stretch It: Ms. Bromley, Intermediate
Technique 22: COLD CALL* – Call on students whether they’ve raised their hands or not. Cold calling is particularly effective when it is scaffolded (start with simple questions and progress to harder ones).
Cold Call: Mr. Rector, Intermediate
Hot Calling: Ms. Driggs, Primary
Cold Call: Ms. Lofthus, Primary
Technique 25: WAIT TIME* – In this technique you wait 3-5 seconds before calling on a student to answer. Typically, teachers wait only about a second after asking a question which is unlikely to lead to the most thorough or thoughtful answer. By waiting three to five seconds you are more likely to improve the quality of answers and the number of students who volunteer to answer.
Positively Mad Teaching Strategies: Wait Time
Technique 17: RATIO – Increase the cognitive work students do by inviting input during lessons: increase answering, talking, student to student discussion, writing during lessons; involve students by having them explain why/how, provide evidence and examples, more precise, richer answers.
Additional ideas:
PLAN YOUR QUESTIONS--Use Bloom’s Question Stems or Costa’s Levels of Questioning to plan for high-powered questions to foster thinking & learning during lessons.
EMPOWER STUDENTS--Hang question stems in class and teach students to use them in academic discussions with one another.
Questioning & Discussion Resources
Structured Questioning Record
Technique 1: NO OPT OUT*-- Sometimes, when students don’t know an answer, or don’t want to try, they respond to a question with “I don’t know” or shrug their shoulders. The teacher then moves on to another student. Instead, use NO OPT OUT by prompting, questioning, and scaffolding so all students reach the right answer, as often as possible, even if only to repeat the correct answer.
No Opt Out: Ms. Noell, Primary
No Opt Out: Mr. Pastore, Intermediate
Technique 2: RIGHT IS RIGHT*-- Students often stop striving when they hear that their answer is “right.” However, many teachers often accept answers that are partially correct or not totally complete, setting a low standard for correctness. Using RIGHT IS RIGHT, the teacher sets and defends a high standard of correctness by only naming “right” those answers which are truly and completely right.
Right is Right: Ms. Bromley, Intermediate
Technique 3: STRETCH IT – Rather than stopping after a student gives you the correct answer, follow up with questions that extend knowledge and check for full understanding. Ask students how they got the answer, what is another way to get the answer, what is the evidence, how to apply the same skill in a new situation, and what more specific vocabulary words they can use.
Stretch It: Ms. Bromley, Intermediate
Technique 22: COLD CALL* – Call on students whether they’ve raised their hands or not. Cold calling is particularly effective when it is scaffolded (start with simple questions and progress to harder ones).
Cold Call: Mr. Rector, Intermediate
Hot Calling: Ms. Driggs, Primary
Cold Call: Ms. Lofthus, Primary
Technique 25: WAIT TIME* – In this technique you wait 3-5 seconds before calling on a student to answer. Typically, teachers wait only about a second after asking a question which is unlikely to lead to the most thorough or thoughtful answer. By waiting three to five seconds you are more likely to improve the quality of answers and the number of students who volunteer to answer.
Positively Mad Teaching Strategies: Wait Time
Technique 17: RATIO – Increase the cognitive work students do by inviting input during lessons: increase answering, talking, student to student discussion, writing during lessons; involve students by having them explain why/how, provide evidence and examples, more precise, richer answers.
Additional ideas:
PLAN YOUR QUESTIONS--Use Bloom’s Question Stems or Costa’s Levels of Questioning to plan for high-powered questions to foster thinking & learning during lessons.
EMPOWER STUDENTS--Hang question stems in class and teach students to use them in academic discussions with one another.
Questioning & Discussion Resources
Structured Questioning Record