Chapter 2
Chapter 2 of Rigor by Design, Not Chance by Karin Hess focused on the importance of effective questioning. Teachers must abide by a few tips for effectively questioning, including waiting and thinking time, brainstorming without judgment, collective student response, and model thinking (Hess, 2023). With these tips, teachers can incorporate closed and open-ended questions in their actionable assessment cycle (Hess, 2023). Teachers must plan their questions according to the depth of knowledge (DOK) levels (Hess, 2023). Closed questioning usually develops foundational understanding, while open-ended questioning develops a deeper understanding (Hess, 2023). Each stage of the actionable assessment cycle incorporates different questioning techniques (Hess, 2023). The first stage’s goal is clarifying learning targets using open-ended questioning techniques to acquire interest and more questions (Hess, 2023). The second stage’s goal is activating background knowledge while developing discussion skills using questioning techniques such as think-pair-share and word clouds (Hess, 2023). The third stage’s goal is to have students question and problem-solve with their peers by using questioning techniques such as four corners and value lines (Hess, 2023). Stage four and five’s goals are to provide student feedback through student self-reflection by using questioning techniques such as 5-minute teacher-student writing conferences (Hess, 2023). Stage six is where the students demonstrate their learning (Hess, 2023). Overall, rigorous questions are crucial to develop deeper thinking and understanding.
The difference between closed and open-ended questions was fascinating. As a math educator, it is common to ask closed questions, such as asking the students to recall the quadratic formula. Therefore, I needed to learn more about closed and open-ended questions. The article “Mathematical Questioning Guide” discusses the importance of effective questioning techniques (Stemscopes, 2021). Different questioning techniques have many benefits, such as student engagement, formative assessment of students, and student reflection (Stemscopes, 2021). The article addressed the difference between closed and open-ended questions. Closed questions are short responses with only one answer, while open-ended questions require a deeper understanding of the material without a necessary correct answer (Stemscopes, 2021). Open-ended questions “shift student thinking to the process of solving math problems rather than the outcome—that sought-after right answer” (Stemscopes, 2021, p. 3). Additionally, teachers must provide opportunities for students to work with their peers and discuss mathematics (Stemscopes, 2021). Discussion is essential for students to deepen their understanding by learning from their peers (Stemscopes, 2021). Overall, learners will deepen their understanding through the use of effective questioning.The book and article explain how to incorporate closed and open-ended questions into a lesson. The book stresses that teachers plan their questions based on the student's depth of knowledge. The article states that teachers should be “differentiating questions based on level of understanding” (Stemscopes, 2021, p. 4). With both sources acknowledging the effect of questioning according to the DOK, I understand that I must plan my questions throughout the lesson. I would use a matrix similar to the one shown in the book to plan questions at different DOK levels (Hess, 2023). Throughout the article, open-ended questions are referred to as the desirable question types (Stemscopes, 2021). However, the book explains why closed and open-ended questions are needed in a lesson. The closed questions are essential for DOK levels one and two, while open-ended questions are mainly used for DOK three and four (Hess, 2023). Therefore, the combined use of closed and open-ended questions will deepen learning.
Teachers are responsible for engaging students' minds such that they “become lifelong critical and creative thinkers” (Hess, 2023, chp 2, para 11). Several tips were provided in the book and article for how the teacher can effectively question. Some of these tips include providing waiting and thinking time, embracing all answers without judgment, and hearing from all students (Hess, 2023; Stemscopes, 2021). The teacher must be constantly self-reflective to create a classroom full of curious learners. Additionally, the teacher needs to implement question strategies, closed and open-ended throughout the actionable assessment cycle (Hess, 2023). Therefore, the book provides multiple questioning strategies for each stage of the actionable assessment cycle, such as in stage 1, having students complete a think-pair-share activity (Hess, 2023). The article supports the notion that students deepen their learning when they can have discussions with their peers (Stemscopes, 2021). Overall, teachers can support students by using effective questioning tips and strategies throughout the assessment cycle.
Both sources consistently reiterate the need for effective questioning to deepen students' knowledge. Teachers can help students deepen their understanding by asking an array of DOK questions (Hess, 2023). For example, “rigorous questions not only spark deeper understanding, but also can lead to both metacognitive and reflective thinking” (Hess, 2023, chp 2, para 22). Rigorous questions are what will prepare students to apply what they understand to different contexts (Stemscopes, 2021). Through both sources, I have learned that rigorous questions will help students deepen their understanding and allow them to be curious learners (Hess, 2023; Stemscopes, 2021).
Hess, K. (2023). Rigor by design, not chance. Association for Supervision and Curriculum
Hi Lucy,
ReplyDeleteI love that you are fascinated with closed and open-ended questions, as we share that in common. In my field, it is more common to have open-ended questions, but for you is the opposite. I am glad you took the time to research how to incorporate the importance of exploring new techniques to get the correct answers. As you said, it has many benefits and could lead to more student engagement, critical thinking skills, and opportunities for students to show what they know. Differentiating questions based on their level of understanding and building upon these levels, combining these DOK levels is essential for student success. I also agree with you in speaking about the teacher's role in becoming this leader for students. Teaching students about respect, embracing all answers, and creating a positive learning environment. It is also very important for students to be able to confide in their peers for classroom discussions or outside ideas. Sometimes, students respond better to their peers than an adult. Together, we can create a formal space for students to thrive and learn through these strategies. Whether they are open-ended or closed questions, the idea it get the students to ask more meaningful questions and prove their skills in the classroom. Great work!
I think you make some important points about considering the purpose of the questioning. I think too often teachers don't think about what they want to achieve from the qeustions, and this means they ask closed questions when they are really trying to get to deeper understandings, or open questions even though what they want to see if a student has a skill mastered.
ReplyDeleteI've also noticed in math there is a lot of closed-ended questions. In my current field placement, I've started to recognize that with multiplication and the different properties, students are able to solve equations in multiple ways so with that, open-ended questions become more relevant. I am curious of different techniques that allow for students to create these questions and this level of deeper thinking on their own.
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