Quality Questioning

____________ helps set the expectation that all students are responsible to think about and prepare to respond to all questions. a.) Characteristics of Discussion b.) Response Structures c.) Equitable Participation d.) Foundational Knowledge.

b.) Response Structures

What is the last step in coming up with a quality question? a) prompt thinking b) asks question prompt thinking c) listen to responses d) polish questioning practices

d) polish questioning practices

The fourth core practice associated with the questioning cycle, ____________________, leads to additional student and teacher questioning and thinking. a) Preparing responses b) Presenting responses c) Prompting responses d) Processing responses

d) processing responses

Which of the following is not a characteristic of an essential question? a) higher order thinking b) open-ended c) requires support d) unjustification

d) unjustification

What should be the teacher's response to a student's answer? a) Good Job! I think so too! b) That's correct! c) I think you need some help from a friend. d) What makes you say that?

d) what makes you say that?

What are the four dimensions of a quality question?

(1) focus students on important content aligned with standards and learning goals, (2) promote 1 or more carefully defined instructional purposes, (3) facilitate thinking, (4) clearly and concisely worded for understanding

List any 5 of the 19 clearly defined cognitive processes of the updated Bloom's Taxonomy that makes it more definitive and robust.

-Recognizing -Recalling -Interpreting -Exemplifying -Classifying -Summarizing -Inferring -Comparing -Explaining -Executing -Implementing -Differentiating -Organizing -Attributing -Checking -Critiquing -Generating -Planning -Producing

Discuss three different ways you can engage students in the lesson other than having them raise their hands to answer a question.

-You may have students turn to their neighbor and talk about their answers. -Thumbs up or thumbs down -Apps -Class games such as Kahoot -Small groups -Draw popsicle sticks with the students name on them. -Random name picker ( online app)

Discuss the 3 step process to posing questions with interest. What is it? How does each step help student interest and learning?

1) say it slowly with emphasis and drama 2) during posing, stop and think 3) ask and stop. When teachers say a question slowly and make it sound exciting, students are more likely to listen. If you ask a boring question, your students will tune it out and you can see it on their faces. However, if you start with a dramatic question, you should be able to see the interest on your students faces. When we give ourselves time to stop and think about the question we are posing, we can know if it is a quality question. Many teachers ask lower level thinking questions and do not even stop to realize what they are asking. Also if we stop and think, our students will truly feel like there is not just one answer and we really want to know what they think. The last step is to ask and stop, which is basically think time 1. A pause after the question helps the students know the question is worth answering and gives them time to think of an answer.

The book gave several strategies for engaging all students. Explain at least one of them. Do you think this strategy is effective? Why or why not?

1. Establishing a classroom culture 2. Using alternate response structures 3. Posing questions in an inviting manner 4. Think times 1 and 2

List two characteristics of an essential question.

1. Open-ended 2. Thought provoking and intellectually engaging 3. Calls for higher order thinking 4. Points to important and transferable ideas 5. Raises additional questions 6. Requires support and justification 7. Rears over time

List the 4 ideas that helps make the intentional classroom culture that supports thinking and responding by all students.

1. Safe and Risk Free Environment 2. Positive Relationships 3. A Lack of Right-Answer Orientation 4. Equitable Participation

List two of the four steps to establish a classroom culture.

1. Safe and risk free environment 2. Positive relationships 3. Lack of right answer orientation 4. Equitable participation

List the 6 purposes of questioning

1. Set the Stage 2. Build Foundation Knowledge 3. Check for Understanding 4. Help Students Understand Text 5. Deepen Knowledge 6. Build Metacognitive Knowledge

Peer assessment is an important tool that engages students to understand and may even be a prior requirement to self-assessment. Discuss how students can potentially benefit from peer assessment and feedback?

1. Students tend to be more motivated and work more carefully when they know their peers will be assessing their work. 2. They better understand peer suggestions because the peers are speaking the student's language. 3. The teacher is more likely to pay attention to feedback received from a group than to feedback received from a single student. (page 175) By applying peer assessment and feedback the students will be engaged, motivated and help them to understand.

The focus of quality questions must be oriented around a diversity of ideas, perspectives, and backgrounds. How can teachers prepare these questions to meet the diversity of all these areas?

1. The teacher can prepare questions that invite personal and emotional connections in the classroom. Remember, classroom relationships are the most important thing to have between a teacher and a student. 2. Teachers can always remember that there is no right answer to questions. Even a wrong answer can be built upon into new, complex discussions that promote higher order thinking.

List the first four steps of the initial response process.

1.) Listen to the question. 2.) Understand and interpret what is being asked. (Comprehension) 3.) Form a silent response. 4.) Respond aloud.

What is a hook question?

A question that taps into students' curiosity or interests and stimulates motivation to learn.

How does a teacher incorporate quality questioning in her classroom? What does it look like? Are all the students engaged and understand what is being asked of them through quality questioning? Teachers should plan ahead of time the high quality questions she wants to ask her students. Why do you think the teacher should think of and know the quality questions before class time and what benefit will that have for the teacher and the students?

A teacher incorporates quality questioning in her classroom by asking questions that relate to students' interests and align with the standards that the teacher is required to teach. Quality questioning looks engaging, and it promotes students to really think about the response. Quality questioning should not require a simple yes or no answer or the right answer. It should promote critical thinking and open discussions in the classroom that leads to responses that leads to more quality responses. The teacher should think of and know her quality questions ahead of class time because last minute questions is like last minute homework... it's just thrown together and not meaningful or high quality in effect is neither beneficial for the student or the teacher. Teachers and students benefit from high quality questioning because quality questions lead to quality responses and the end game is that both the teachers and students have learned something by the end of the day, whether it be "hey I understand and want to know more about this subject," or "I need to work with this student more on this subject."

What did the "hinge" point represent on John Hattie's scale for the effectiveness of different teaching and learning approaches on students? A. The average effect size of all the interventions he studied B. The lowest point, or the most negative effect, that a strategy has on student learning C. The highest point, or the most positive effect, that a strategy has on student learning D. The middle point that neither has a positive or a negative effect on student learning

A. The average effect size of all the interventions he studied

If an incorrect answer is given, what should you as an educator do next? Please include one of the 6 Ps in your answer.

Answers will vary. Answers may include: Prompt student to keep thinking, give more time to form an answer to the question, welcoming incorrect answers, partnering with students, and keeping students engaged during the lesson.

What are some ways, as a teacher, you can create an environment that promotes quality questioning?

Answers will vary. Some things that may be included, but not limited to, are: encourage students to communicate with each other outside of lunch and recess, get to know your students so you can ask questions that will engage them based on personal interests, implement activities such as "fishbowl" or "turn and talk", establish trust and respect in your classroom, have discussions with students about how quality questioning and think times work

Name two of the four things teachers will prepare focus questions in consideration of.

Any of these 4 answers: content focus, instructional purpose, desired cognitive rigor or level of thinking, or appropriate wording and syntax

How do we, as teachers, create a classroom culture that supports thinking and responding by all students?

By establishing a safe and risk-free environment for our students, having positive teacher-student and student-student relationships, lacking right-answer orientation, and being intentional about equal participation, we create a classroom culture that supports thinking and responding by all students.

Which of the following is not a component of listening? a) facial expressions b) eye contact c) written response d) body posture

C) written response

What are the four criteria to positively reinforce learning?

Contingency, specificity, credibility, sincerity

Explain the difference between cues and clues. Describe how each is used in quality questioning instruction.

Cues are words or symbols that can trigger a student response to a question. They may remind students of a past experience or trigger an idea that leads to the answer. Clues are closely related to cues, however they are more overt reminders of connections. They might include a teacher provided "starter", or keyword that gives away the beginning sound or first name of an answer.

What number was used to represent the "hinge" point on John Hattie's scale? A. d=0.60 B. d=1.00 C. d=0.50 D. d=0.40

D) d=0.40

What is the difference between evaluative and interpretive listening? Discuss which one is more beneficial to students.

Evaluative listening is listening for a right answer. Interpretive listening is used when you want to understand student thinking. Interpretive listening is more beneficial to students because you are helping them come to the right answer on their own and not just giving it to them. You are talking them through it and using the wrong answers as learning opportunities.

Discuss the difference between evaluative listening and interpreted listening.

Evaluative listening is when a teacher only listens for the right answer and does not consider how the student came up with the answer. Interpreted listening is when a teacher tries to understand the student's thought process instead of just the right answer.

Give three examples of how a classroom with quality questioning principles in place conducts a lesson, versus without quality questioning principles

Examples of a QQ classroom: Every student is participating, few, more in-depth questions are asked, follow-up questions are encouraged, different students answer each time, collaboration between peers is frequent, every answer provides a learning opportunity, students speak just as much if not more than the teacher Examples of a non-QQ classroom: Lots of low-level questions are asked, students sit in rows, the same few students are called upon, if an answer is missed a new student is called, the teacher talks most of the time in the classroom, several students never speak

What are the seven components of listening?

Eye contact, facial expressions, body posture, physical distance, silence, verbal acknowledgment, and sub summaries

List the 4 Dimensions of Knowledge.

Factual, Conceptual, Procedural, and Metacognitive

Teachers should follow all state curriculum guides to determine their students' readiness for a new unit or lesson.

False- Only individual teachers are in a position to know or find out their students' readiness for a new unit or lesson.

Quality questions should include as many words and as much detail as possible

False. Each question should include the least number of words necessary to convey meaning.

Teachers should only let volunteer students answer questions

False. The teacher should follow the No Opt Out policy in which all students answer questions and know they are capable to answer the questions.

Clues are words or symbols that can trigger a response like visual reminders and mnemonic devices

False. Words or symbols that trigger response are cues. Clues are more overt reminders like "starters" or sharing related knowledge as a catalyst.

The first step in engaging all students is by creating interesting and relevant questions that are related to teacher interests.

False: The first step in engaging all students is by creating interesting and relevant questions that are related to learning goals.

Students speak more than 70% of the time in the classroom.

False; teachers speak 70% of the time in the classroom.

Why is feedback so crucial in a classroom and for student achievement?

Feedback is crucial for student learning for multiple reasons. One being that it allows the students to see their strengths and improve their weaknesses. It also shows that the teacher values student work. There are lots of answers to this question.

Explain why it is important for teachers to use scaffolding in quality questioning.

It is important for teachers to use scaffolding, or support, because students are receiving the support to help achieve their goals. Scaffolding is meant to help students and give them hints, so that they can answer a question or come to a conclusion on their own. Scaffolding is essential for student learning. It is not meant to give students the answers, but to provide them with support so that we can ensure they understand the content.

Define Think Time 1

The pause after the question is asked.

Why is it important to eliminate target and non-target student labels? In what ways will this improve your classroom as well as improve the individual learning of students?

It is important to eliminate target and non-target student "labels" because it implies that every student is equal. Rather than the same few students being called on, every student is expected to answer. This won't allow "shy" students to disengage from the discussion. This will also help improve student engagement. If students are not seen as low-level or high-level students but rather as equal to their peers, their confidence will improve. If a safe, positive classroom environment is established, students are more likely to open up and get excited about the things they are learning. By creating the idea that every student is equal and proving that by treating every student as if they had equal cognitive levels, these labels will be eliminated and students will improve socially, academically, and self confidence will also improve.

Explain the benefits of making your students feel as if your classroom is a safe space?

It is important to make your students feel as if your classroom is a safe space because it will benefit everyone in your classroom. The children will feel as if it is okay to be wrong and will feel comfortable giving effort. This will result in better assessment for the teacher and will allow the teacher to truly know his/her students. Having your classroom as a safe space will also allow your students to have a positive association with school which will benefit them throughout their life in the way they think about learning. Overall, this means your classroom will feel like a family which is worthwhile for everyone involved.

Explain why it is important to praise the effort from a student versus correctness.

It is important to praise effort because it provides positive reinforcement, motivates them to learn and increases participation in the classroom. While it is not a bad thing to praise a student when they answer correctly; but instead of saying "Good job" the teacher could respond by saying, "I saw how you took your time while solving this problem, way to go!" When the teacher notices the efforts of a student it builds confidence in the student. When a student feels confident in doing tasks they gain resiliency and grit. They understand that even if they get an answer wrong that it does not mean that they aren't smart. Instead, they are motivated to try again and put in more effort.

Why do you think it is important for teachers to have all their students be prepared to respond to a question?

It is very important because students are being held accountable. The book talked about how students actually feel valued and more willing to respond to a question when teachers require them to have an answer prepared. Teachers need to create an environment in the classroom where students feel accepted and willing to share their response regardless if it is the correct response or not. The book also talked about having respect for other students and their answers. Incorrect answers are an opportunity to learn. Teachers that embrace this strategy for all students to be prepared with a response will ultimately see the growth and positivity it will bring to the class.

Do all students move along a learning progression at the same rate? why or why not?

No

Why is open discussion in the classroom beneficial for both the students and the teacher? How could a teacher assess students' understanding of a concept during open discussion?

Open discussion is beneficial for both the students and the teacher because it allows for students to discuss their responses and more questions they have about a subject area, and it allows the teacher to scaffold their responses if needed to get deeper in the subject area. Teachers can assess students during open discussion by the responses they give. For example, one student may completely understand the concept of a lesson and have deep discussions with their peers and teacher, whereas another student may be completely off topic about a concept. This allows teachers to see what students need more time talking and learning about a content area.

Identify and describe one example of an alternate response structure experienced in Mrs. Weathers,ECE 309 course.

Padlet, Flipgrid, Ink Think, a variation of Think Pair and Share....etc.... When she assigned the Flipgrid "take away" assignment, I was hesitant about being so visible. However, I gathered up my courage and reached outside my comfort zone and discovered I really enjoyed it! It was fun and not nearly as painful as I anticipated. I can understand more and empathize how a quiet, shy, or disengaged student may feel! This really brought me into the circle all while still feeling"safe".

Many classrooms serve students with diverse cultural and experiential backgrounds and because of this diversity, how would you frame questions with care to ensure they elicit thoughtful and positive responses from all students?

Partnering with students involves learning about their interests and backgrounds so that we can create questions that invite personal, emotional connections and avoid questions that may derail learning by evoking negative emotional reactions.

If you are teaching one day and ask a student a question and they answer it incorrectly, how will you handle it?

Possible answers: Think time 2, redirecting the student, explain that even we, as teachers, answer questions wrong too, give feedback, make sure they understand the question, get behind their thinking

In a couple of sentences describe why quality questioning is important to use in the classroom.

Quality Questioning is important to use in the classroom because it focuses attention and stimulates thinking. Quality questioning allows students to mindfully reflect, respond and interact with one another, resulting in real learning.

In your own words explain what quality questioning means to you.

Quality questioning requires students to use higher level thinking. It allows students to think deeper about what is being asked.

Why is it important to polish your questioning practice?

Reflection promotes improvement. Without reflection we tend to "keep on keeping on" and don't pay attention to whether it's effective or not.

Describe one response structure mentioned in the book that engages students in deep thinking. Tell how you think the strategy would be beneficial to use in your own classroom and give your reasoning for why.

Review strategies on page 89-92. The rest of the question just must be comprehensive and have some proof/details to back up their opinion. Correct structures to mention/discuss: ink think, data on display, inside-outside discussion, say-it-in-a-word.

What are the benefits of having equal questioning in the classroom?

Students who aren't paying attention are held accountable for answering as well as the students who don't participate due to a lack of confidence.

What are the components of the 6 P's Framework and how can teachers use it in the classroom?

The 6 P's are prepare the question, present the question, prompt student thinking, process student response, polish questioning practices, and partner with students. Teachers can use this framework as a guide for their lesson and to improve their questioning practices. It also reminds us to put our students at the forefront of all our lessons and to 'partner' with them to create a great learning environment.

During small group work, what is the role of the facilitator and the elaborator?

The role of the facilitator is to keep the group on task and focused on completing the work product, while the elaborator's job is to expand upon other group members' ideas.

Building Relationships with your students is very important. We want our students to feel comfortable in answering the questions in class. Explain why we need to build positive relationships with our students and how we as teachers can try new ways that will help make our students feel confident in answering questions.

The student should talk about: making positive relationships, making our students feel comfortable, how to present the question, using collaboration: think, pair, share

Explain why educators should use the term "response" verse the term "answer".

The term response should be used over answer because "answer" means final and response is less conclusive.

Discuss the difference between Think Time 1 and Think Time 2

Think Time 1 is the pause after a question is asked. It allows the students to have time to think and talk about what they know. Think Time 2 is the pause after a student's response. It allows the students to revise, elaborate, or go into more depth with their response.

Discuss the importance of Think Time 1 and Think Time 2 and the importance of including them in the classroom.

Think Time 1 is the time the teacher gives students after posing a question to the class. This time allows for every student to think about the possible answer to the question. This time also gives students the opportunity to think on the question that has been addressed, and see what knowledge they have on the subject. Think Time 2 is the time posed after the response of a student. This time allows for the student that provided the response to reflect upon the answer provided and allow the student to give more detail to the response. This time is also important for the other students and teachers because it allows them to create follow up questions that can assist the student in understanding the correct or accepted response to the original question. Think times are important in the classroom because they scaffold students' learning and establish confidence in all students because they can give a response and dive deeper into why they gave that particular response.

At what points during a quality question does "think time 1" and "think time 2" occur?

Think time 1 occurs immediately after the teacher poses the question. Think time 2 comes after a student responds.

Quality questions are purposeful, and there are SIX discrete purposes that will help our students understand the value of questions to their learning: set the stage, build foundational knowledge, check for understanding, help students understand the text, deepen and consolidate learning, and facilitate metacognitive thinking. PICK ONE discrete purpose, discuss its importance and explain the types of questions that can be approached (Include ONE example question in your response).

This answer will vary from each student, but the answer(s) will be from the chart on pages 40-42 in the Quality Questioning book. Build Foundational Knowledge Importance: to focus students on important components of the lesson, provide the opportunity to make personal meaning, encourage students to provide explanations and offer reasons for important components, facilitate the development of relationships between and among details Types of questions: detailed, interpretation, elaborative, inference Example: What formula do you apply to determine the area of a circle?

List and explain three ways that you can use quality questioning in your classroom and how these practices will impact student learning.

This answer will vary from student to student. Example, using popsicle sticks to make sure children are called on equally allowing everyone to express their answers and opinions.

Quality questions are the springboards to productive thinking and authentic learning

True

Name three (3) types of feedback in building foundational knowledge and their purpose.

Verifying or affirming - this confirms and reinforces the correctness of a student's knowledge and thinking. Directive or corrective - this communicates to the students that the response on the floor is incorrect and/or incomplete either in their terms of knowledge or expected level of cognitive processing; provides correct information, oftentimes through direct instruction (ie reteaching). Facilitative or elaborative - scaffolds student toward a correct response through the use of cues, prompts, hints, scaffolds; guides students in revising or reconceptualizing; helps students "gain their cognitive footing." Negative - encourages students to attend to question and/or to respond in a classroom-appropriate manner. Praise - communicates that the student's response/behavior was extraordinary. Criticism/Sarcasm - demoralizes and/or humiliates a student. Never use this! No response - this sustains student's thinking and speaking and opens up dialogue for additional student voices.

A quality question stimulates thinking, focuses attention, and _______. a) encourages participation b) results in real learning c) provides support for learning d) strengthens comprehension

b) results in real learning

Why should teachers relate content to the students' backgrounds?

When students are able to connect to the content, it has a better chance to stick with them. If a child does not understand certain questions because of their background, they will not be able to answer correctly.

Most students may not know why teachers ask questions in class. Do you think it would be beneficial to ask your students, "Why do you think teachers ask questions in class?" and them give the answers of: to find out if students know the right answer, to encourage students to think, to find out if a student is paying attention, or to assess whether students understand and to help those who don't? Why or why not?

Yes, I do think it would be beneficial to ask my students this question in class. This could help me see why some may not want to answer any questions or if they feel like I actually care about them and their learning. Most students will go with: to find out if students know the right answer or to find out if a student is paying attention. This could open up a great classroom discussion and give me a chance to tell the students the real reason teachers ask questions in class and explain why to them. This could lead to the foundation of a great learning community in our classroom.

Which of the following are a good way to not call out a student if they are not at the same level as everyone else is: a) Popsicle Sticks b) White Boards c) Raised Hands d) Random Name Wheel

b) white boards

What is quality questioning?

a process that begins with prior planning and intentional teaching to ask questions to engage students and help further their knowledge.

In work-oriented classrooms, the emphasis is upon a) "Getting it right" b) Achieving learning goals c) Questioning d) Continuous learning

a) "getting it right"

Which of the following is a way to eliminate target students? a) Create classroom culture in which students feel comfortable answering. b) Call on students who will know the correct answer. c) Wait on volunteers. Do not move on until someone speaks up. d) Time student's answers, so that too much time is not taken up.

a) Create classroom culture in which students feel comfortable answering.

Which of the following is NOT a characteristic of a quality question? a) Has only one specific answer b) Stimulates thinking c) Focuses attention d) Results in real learning

a) Has only one specific answer

Where are target students most likely to sit? a) In the front and middle rows b) In the back and middle rows c) Only on the back row d) Only on the front row

a) In the front and middle rows

Through Quality Questioning we seek to activate and link what three cognitive processes? a) Questioning, Thinking, Learning b) Thinking, Collaborating, Questioning c) Collaborating, Processing, Learning d) Questioning, Responding, Processing

a) Questioning, Thinking, Learning

What type of feedback results from teaching-to-student or student-to-student dialogue? It moves past feedback as one-way transmission of evaluative information from teacher to student. a) Interactive b) Informative c) Understandable d) Timely

a) interactive

In order to change recall questions to quality questions, you may insert____ and/ or ___. a) Why? b) What makes you think this way? c) Are you sure? d) How?

a) why? and d) how?

To engage all students in responding to questions is to create ______ & ______ questions that are related to learning goals. a.) interesting; relevant b.) difficult; confusing c.) frequent; complex d.) common; simple

a.) interesting; relevant

How many questions should a teacher have prepared BEFORE class time? a) 5 questions b) 2-4 questions c) 10 questions d) None. Questions should be thought of as the lesson progresses

b) 2-4 questions

For a student to be able to answer a quality question with a quality answer, the student must go through a four-step process. Which of the following is the correct order for this response process? a) Understand what is being asked, listen to the question, answer to self, answer out loud b) Listen to the question, understand what is being asked, answer to self, answer out loud c) Answer out loud, listen to the question, answer to self, understand what is being asked d) Listen to the question, understand what is being asked, answer out loud, answer to self

b) Listen to the question, understand what is being asked, answer to self, answer out loud

What is the Zone of Proximal Development? a) The time it takes for a student to answer the question b) The appropriate level of challenge for a student's learning c) The average effect size of all the interventions he studied d) The time you wait after the student answers the question

b) The appropriate level of challenge for a student's learning

What is think time 1? a) The time before the question is presented b) The time right after the question is asked c) The time after one student has answered with an incorrect answer d) The time after one student answers correctly

b) The time right after the question is asked

_____ structures help scaffold and promote engagement. a.) Typical response b.) Alternate response c.) Initial response

b) alternative response

Students deepen learning when involved in which of the following? a) writing essays b) collaborative conversations c) quiet reading d) computer games

b) collaborative conversations

Which is not a part of the process a learner must go through in order to respond? a) Interpret what is being said b) Discuss with a classmate c) Respond aloud d) Create a silent response

b) discuss with a classmate

______________ is most effective when teachers balance opportunities for student self-assessment with direct feedback that assists students in verifying important facts and concepts. a) Reflection b) Feedback c) Knowledge d) Motivation

b) feedback

The response of a student to a question should go through a four part process. They are the following: listen to the question, understand what is being asked, ________, and give a response aloud. a) Reflect on the question b) Form a silent response c) Reword the question in a better way d) Think about how the question relates to what they are learning

b) form a silent response

Which is not a teacher provision of effective feedback? a) ensuring that all students know whether or not a given answer is correct or incorrect b) give students affirmation you like them c) assures students of aware of the most complete, appropriate and correct response to each question d) helps students connect new knowledge to prior learnings and experiences

b) give students affirmation you like them

Which is not one of the 7 components of listening? a) facial expressions b) prompting c) physical distance d) subsummaries.

b) prompting

What is the first level of Webb's Depth of Knowledge (DOK)? a) Strategic thinking b) Recall c) Extended thinking d) Basic application of skill or concept

b) recall

Which of the following is NOT a reason to view quality questioning as an important process? a) Quality questioning involves more than one student. b) Students that are not directly being asked a question are still engaged. c) Interaction is only necessary between the student and teacher, not between student and student. d) Quality questions flourishes when students and teachers reflect, respond, and interact with one another.

c) Interaction is only necessary between the student and teacher, not between student and student.

Which of the following is NOT a good method to use to call on students to answer a question? a) Popsicle Sticks b) Calling students who are sitting in the front, back, middle, and sides c) Only calling on the student who will answer correctly d) Random Name Generator

c) Only calling on the student who will answer correctly

Which of the following is not a dimension of knowledge? a) Factual b) Conceptual c) Social d) Metacognitive

c) Social

Which of the following is one reason providing students with "wait time" is suggested? a) To give teachers time to read over their own notes before choosing a student to call on. b) To provide students with time to get a sip of water before they speak. c) To provide students with adequate time to formulate a substantial and wholesome answer that involved deep thinking and to give them time to prepare to give their answer aloud. d) To let the students collaborate with their classmates, so they have the correct answer before announcing it to the teacher.

c) To provide students with adequate time to formulate a substantial and wholesome answer that involved deep thinking and to give them time to prepare to give their answer aloud.

Which is NOT one of the three core beliefs to engaging all students in thoughtfully responding to questions? a) Learning is social and we all learn better when we listen to others and voice our own ideas. b) We want to hear what students are thinking correct or incorrect. c) We only want to hear correct answers from our students. d) All students are capable to respond to questions.

c) We only want to hear correct answers from our students.

Quality Questioning connects students to: a) Reading b) Each other c) Content d) The teacher

c) content

What type of feedback should an educator never use? a) Negative b) Praise c) Criticism/Sarcasm d) Directive or Corrective

c) criticism/sarcasm

Which of the following is NOT a practice teachers should use to promote all students responding to questions? a) Prepare and pose quality questions b) Select response formats that engage all students in thinking and responding c) Encourage quick thinking and reward the fastest responder d) Provide adequate time and appropriate prompts to students

c) encourage quick thinking and reward the fastest responder

How do you connect with students to help them feel more engaged in the classroom? a) talk to them about what they like if you have time b) brag on them if they get a question right c) know their interests and backgrounds d) write good job on their homework assignments

c) know their interests and backgrounds

Which of the following are NOT one of the 6 P's of framework? 1) Prepare and present 2) Process and Polish 3) Practice and Positivity 4) Prompt and Partner

c) practice and positivity

Which choice is not a characteristic of a quality question? a) focuses attention b) stimulates thinking c) recalls schema d) results in real learning

c) recalls schema

Students engage easily with_____, as it is an integral part of their lives. a.) lectures b.) repetition c.). technology

c) technology

Which is not a component of the revised Bloom's Taxonomy? a) remember b) understand c) think d) apply

c) think

Which is a 3-5 second pause after a question is posed? a) Think time 2 b) Pause c) Think time 1 d) Reflection

c) think time 1

What is 3-5 seconds after the students initial response and gives teachers time to think of a response? a) Think time 1 b) Discussion c) Think time 2 d) Recall

c) think time 2

When preparing quality questions which consideration should you NOT take into account? a) content focus b) instructional purpose c) time needed to teach d) wording and syntax

c) time needed to teach

Which one is not a part of the 6Ps Framework for Quality Questioning? a) Prompt student thinking b) Partner with students c) Present the question d) Personalize the lesson

d) personalize the lesson

Which of the following is NOT one of the 6 P's? a.) Prepare the Question b.) Prompt Student Thinking c.) Pair with Other Teachers d.) Partner with Students

c.) Pair with Other Teachers

How would you create a safe environment for students to learn in the classroom?

celebrate student work, stay calm and controlled, never yell, do not tolerate bullying, turn mistakes into learning opportunities, never call out a student for being wrong,

How much time should the teacher allow after Think Time 1 and Think Time 2? a) 6-7 seconds b) one minute c) 15 seconds d) 3-5 seconds.

d) 3-5 seconds

If you call on a student to answer a question and they answer wrong, what should you do? a) Call on another student b) Allow them to opt out of the question c) Immediately tell he/ or she they are wrong d) Praise them for trying to answer and explain why the answer given could be wrong, then allow he or she to ask a friend for help

d) Praise them for trying to answer and explain why the answer given could be wrong, then allow he or she to ask a friend for help

Which of the following is NOT a reason why creating quality questions is difficult? a) State standards are wide and ambitious. b) Student's background knowledge can vary greatly c) Classrooms are culturally and experimentally diverse. d) Student's have a difficult time answering quality questions.

d) Student's have a difficult time answering quality questions.

Which is NOT required in quality questioning? a) Students to collaborate b) Teachers to use student responses to support their next instructional moves c) Students to be cognitively and socially engaged as active meaning makes d) Students to sit in their seats quietly

d) Students to sit in their seats quietly

Which of the following is not a component of giving effective feedback? a) Interactive b) Informative c) Timely d) Accuracy

d) accuracy

What often keeps us, as educators, from selecting the most appropriate and engaging strategy for our students? a.) Habit b.) Press for time c.) desire to "hear the right answer" d.) All of the above

d) all of the above

Quality questions involves a) 1 student b) 3 students c) 5 students d) All students

d) all students

Focus questions should be prepared ________ class. a) during b) after c) on the way to d) before

d) before

The goal of learning is to support students' development of what kind of knowledge? a) conceptual b) factual c) metacognitive d) deep

d) deep

Which is not one of the 7 qualities of effective feedback? a) interactive b) actionable c) reciprocal d) delayed

d) delayed

Which is not a part of the criteria for positive reinforcement through praise? a) contingency b) specificity c) credibility d) integrated e) sincerity

d) integrated

What of the following is one of the 4 aspects of praise? a.) Contingency b.) Specificity c.) Credibility d.) Sincerity e.) All of the above

e.) All of the above

Which of the following is NOT a question type that builds foundational knowledge? a.) Detail Questions b.) Elaborative Questions c.) Inference Questions d.) Interpretation Questions e.) Probing Questions

e.) Probing Questions

A teacher talking the majority of instructional time is great for student interest.

false

In a quality questioning classroom, teachers do most of the talking.

false

In the classroom conversations should be led by the teacher.

false

Target students are least likely to respond to teacher questions.

false

Teachers should not be transparent about questioning, teaching, and learning.

false

When formulating questions for your classroom, there is only one single "right focus" to consider.

false

Only some students, who are high achieving, are required and responsible for formulating a correct and complete response to a question.

false; all students!

The "Action Zone" is the middle of the classroom.

false; the middle and front; the T

Discuss how you would build trust with your students.

get to know them, have conversations with them, never yell at them, when they misbehave talk it out with them, never embarrass them, etc

Where is the "Action Zone" in the classroom? a) The front b) The back c) The middle d) The outer "rim"

the front and the middle (T)

"To withhold feedback from students is to devalue their responses."

true

All responses correct or incorrect are opportunities for learning.

true

All teachers need to have clear expectations that all students need to form silent responses to questions and be ready to verbalize it

true

Classroom culture affects students engagement.

true

Flipping a question transforms a routine question into a question that asks students to demonstrate what they understand.

true

Quality is ALWAYS more important than quantity.

true

Quality questioning is a process that springs from the introduction of a quality question.

true

Quality questioning is facilitated correctly if all of your students know they are expected to answer the question

true

Quality questioning is important to view as a process.

true

Quality questioning unfolds in a classroom cultures that are co-created by students and teachers who value relationships based upon mutual trust and respect.

true

Scaffolding is the help given to a learner in order for him/her to achieve goals without telling or doing the work for him/her

true

Student responses help teachers know where to go next in their lessons.

true

Students should raise their hands when they have questions, not when they have answers

true

The first purpose for questions is to set the stage for learning.

true

Think time 1 is the first pause after you ask the question.

true

Viewing student oral responses to questions as one of the most important sources of formative feedback is a major principle underlying quality questioning.

true